Elementary Gifted Services
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Gifted Education - Elementary Services

Gifted Services for Primary, Intermediate, and Self-contained Gifted
Primary Gifted Services
        Kindergarten-3rd has adopted the cluster model to service identified gifted students. 
        Information regarding this model can be found at the bottom of this page. 

Qualifications for the Gifted Cluster Classroom:

Students in Kindergarten-3rd grade become eligible for gifted services by scoring 95-99 percentile in one or more areas on state approved test or an IQ of 128+ on a state approved gifted IQ test will be serviced through the gifted cluster model. 

Intermediate Gifted Services

Gifted services include an enriched and accelerated approach to service the needs of our academically gifted students. Gifted pull-out classrooms are designed to incorporate both cognitive and affective gifted strategies with full inclusion of the state standards. The pace of instruction is quick with discussions probing for breadth and depth as well as precision and clarity.  Students are encouraged to problem solve, think critically and creatively so learners can reach their potential for achievement. Differentiation modifications are made to product (including variety and complexity), process (including higher level thinking skills), environment (including flexibility), and content (including a broad based interdisciplinary curriculum) so state standards are accelerated and enriched.

Gifted ELA provides grade level instruction in reading and writing yet depth and complexity are at the core of instruction to meet the needs of the verbally gifted learner.  

Gifted Math
is taught one grade level above current grade level assignment. Compacting and accelerating the curriculum is an instructional strategy used so the majority of time can be spent on application, higher order thinking and questioning, student driven investigations and project based learning in real world settings. Gifted math also includes providing choice, movement, collaboration, and exploration for the individual learner.

Qualifications for Gifted ELA: 
Students in 6th grade scoring a 95 percentile or higher on the Verbal portion of a state approved gifted test or a state approved gifted IQ test with a score of 128 or higher are placed in Gifted ELA. Students may also be placed in Gifted ELA on a probationary basis with a Verbal score at the 90-94 percentile and Non-Verbal score at the 97 percentile or higher.  

Qualifications for Gifted Math:  
Students in 4th-6th grade are placed in Gifted Math with a score of 95 percentile or higher on the Quantitative portion of a state approved gifted test or a state approved gifted IQ test with a score of 128 or higher. Students may also be placed in Gifted Math on a probationary basis with a Quantitative score at the 90-94 percentile and Non-Verbal score at the 97 percentile or higher. 

*Students with qualifying scores in both Verbal and Quantitative portions will be placed in both classes. 

Qualifications for the Gifted Cluster Classroom:
Students in 4th-6th grade who score in the 95 percentile or higher in the Non-Verbal area and 4th and 5th grade students scoring a 95 percent or higher in the Language area do not have a specific academic subject area equivalency. These gifted students will continue in the Cluster Model as described above. The district gifted coach will work with the classroom teachers, suggesting specific strategies, projects, and activities suitable for challenging these gifted students

A few GPS schools do not have a dedicated gifted teacher. These schools are deemed Nonregional schools. Students who attend a Nonregional school can elect to attend their Gifted Regional School.  


* If your family chooses to attend the Gifted Regional School:
       1. This will become your new home school.
       2. Siblings may attend the regional site through the Open Enrollment process.    
           Acceptance is contingent upon the campus’ capacity to provide all services  
           needed by the sibling(s).
       3. Transportation will be provided.  Prior to the start of school, the        
           Transportation Department will notify you of the location of your bus stop.
       4. Transportation is also available for siblings.

*If your family chooses not to attend the Gifted Regional school:
     Nonregional Schools will continue to provide gifted services to
     identified students through the Cluster Model. This is the current          
     service model for all students identified as gifted in K-3, 4th and 5th ELA,     
     and 6th grade non-verbal. 


Self-contained Gifted Program:

The Self-contained Gifted Program provides an all-day differentiated learning experience addressing the individual needs of the highly gifted students. Students will be with other highly gifted peers for all core content areas (math, reading, writing, social studies and science).

Qualifications for the Self-contained Gifted Program:
Scores (on a state-approved gifted test) of 97+ in two of the three areas: verbal, quantitative, and/or nonverbal area(s), with the third score being 85 or higher or an IQ score of 130+

Highlights of Self-Contained Gifted Program:

  • Project-based
  • Problem-based
  • STEM
  • Lego Robotics 
  • Socratic Questioning
  • Social Emotional Curriculum
  • Cross-curricular
  • Technology based 
  • Enrichment and Acceleration
  • Language Arts, College of William & Mary curriculum from the Center For Gifted Education and Michael Clay Thompson

Additional Information regarding the Self-contained Gifted program and application: http://www.gilbertschools.net/Page/20254

Information Regarding the Cluster Model
The gifted cluster is a model in which several students with similar exceptional learning needs are placed in the same mixed-ability classrooms. One or two teachers per grade level have a group of gifted students in their classrooms, and those teachers are responsible for providing appropriate differentiation opportunities for their gifted students. Of course, every teacher’s goal is to provide optimal differentiation for each student, but this is easier to achieve when there are several students with similar needs in one class. For the gifted child, this means having other children around them who process information in unique ways and look for challenges. This also means having a teacher who is trained on how to meet the special needs of gifted children. A district gifted coach can assist the cluster teachers with training, planning, and resources.
Benefits of the gifted cluster model: 
  1. Serving the learning needs of gifted students in a full-time program that delivers consistent curriculum and differentiation opportunities without major budget implications
  2. Grouping gifted students together in otherwise heterogeneous classes with a teacher who has special training in how to meet their unique learning needs
  3. Facilitating the emergence of new academic leaders in classes that do not contain a gifted-cluster group
  4. Improving support to classroom teachers byway of gifted coaches who have fewer teachers’ schedules to work with
  5. Improving student performance by communicating higher expectations for all students, by reducing the range of achievement in all classes, and by providing staff development in gifted education for teachers 
  6. Increasing overall achievement at the grade levels that use cluster grouping
  7. Raising expectations for all students by opening access to classroom opportunities historically reserved for identified gifted students only
The Gifted Cluster Classroom Provides: 
  • Enrichment
  • Acceleration
  • Extended Learning Opportunities
  • Problem Solving 
  • Higher Order, Critical, and Creative Thinking Skills  
Frequently Asked Questions Regarding the Gifted Cluster Model:  Questions

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