GT LEAD:GIFTED AND AND TALENTEDLEARNING EXPERIENCES FOR ACADEMIC DISCOVERYGT LEAD in KindergartenGT LEAD for kindergarteners is a cooperative effort involving kindergarten classroom teachers and the Gifted Specialist on campus. The Gifted Specialist collaborates with teachers in providing planned learning experiences to challenge all kindergarten students with critical and creative thinking processes. These learning experiences also serve to screen all kindergarteners for behaviors associated with intellectual giftedness: analytical thinking, meaning motivation, perceptiveness, sense of humor, sensitivity, and accelerated learning. Beginning the second semester, kindergarten students formally identified as gifted are served through GT LEAD classes in addition to differentiation provided by the GT trained classroom teacher.GT LEAD for 1st through 5th GradeGifted students in grades 1-5 are served through GT LEAD classes facilitated by a GT Specialist and through the School-wide Cluster Grouping Model. Gifted students are clustered in a classroom with other GT students and a GT trained teacher. Advanced academic needs are met through differentiation provided by the GT Cluster Teacher with the support of the GT Specialist. In addition, students attend GT LEAD classes to engage in extension and enrichment of the curriculum through techniques and strategies to develop critical and creative thinking, research skills, independent study skill, problem solving techniques and leadership skills.Schoolwide Cluster Grouping Model (SCGM)The Schoolwide Cluster Grouping Model (SCGM) provides a comprehensive way to serve gifted students on a full-time basis while also enhancing achievement opportunities for all students in all classrooms.
Frequently Asked Questions about SCGM
Why should gifted students be placed in a cluster group instead of being assigned to all classes?
Gifted students need to spend time learning with others of like ability to experience challenge and make academic progress.
Gifted students better understand their learning differences when they are with like-ability peers.
Teachers are more likely to differentiate curriculum when there is a group of gifted students in their classroom.
Why not create small groups of gifted students in all classes?
High-achieving students will have new opportunities to become academic leaders in the classroom when gifted students are clustered in another classroom.
Gifted students make intuitive leaps and, therefore, do not always appear to have to work as hard as others, making them poor academic leaders for other students in many situations.
Teachers have students with a range of abilities that is too broad to effectively meet their needs. Differentiation is less likely to occur.
There is less accountability for teachers to facilitate progress of their gifted learners.
Teachers feel a decreased need to identify and nominate gifted students.
Students’ individual learning needs are less apparent.
What are some advantages of cluster grouping?
SECONDARY PROGRAMSMiddle SchoolIdentified students whose specific subject abilities meet district Criteria are served through their daily schedule in the four core areas. Classes offered are Pre-Advanced Placement Language Arts, Social Studies, Math, and Science which emphasize a well-balanced program at appropriate instructional levels of depth, complexity and rate. Students may also enroll in a Humanities block (Discoveries classes) of Language Arts and Social Studies which promotes higher-level thinking strategies, future problem solving techniques, leadership skills, independent study and individual projects. An accelerated math and science program enables eight grade students to take Algebra I and Biology to receive high school credit.High SchoolIdentified students whose specific subject abilities meet district criteria are served through their block schedule in the four core areas (Language Arts, Math, Science, and Social Studies) as well as in the areas of Computer Science, the Arts, and Foreign Language. Classes offered are Pre-Advanced Placement and Advanced Placement which emphasize a well-balanced program at appropriate instructional levels of depth, complexity and rate. Students may also enroll in GT Pre-AP English 1 and 2, GT AP English 3, and 4, AP GT AP Human Geography, GT AP World History, GT AP United States History, GT AP Economics, and GT AP Government which incorporate the National Association of Gifted Children's (NAGC) Parallel Curriculum Model.Additional Advanced Academic OpportunitiesDual CreditConcurrent EnrollmentVirtual Coursework
Grouping all gifted children in a regular classroom provides social, emotional, and academic advantages to students.
Teachers can focus instruction to better meet all of their students’ academic needs.
- Achievement rises for all students.