Gifted and Talented :: Service Delivery

GISD's gifted and talented program challenges gifted and talented students at all grade levels.  The program descriptions for each grade level are outlined below.

Grades K - 2

GISD will identify and serve as gifted and talented those K-2 students whose skills, abilities and learning characteristics are significantly advanced for their ages.

Kindergarten students will be identified and served by March 1 of each school year. Identified kindergarten students will have opportunities for services provided by their classroom teachers who have the required 30 hours of G/T professional development, as well as through the district designed “pull-out” program by an itinerant G/T teacher. Prior to March 1, a district itinerant G/T teacher will begin working with identified kindergarten gifted students for approximately two hours each week in each school housing kindergarten students.

Identified gifted/talented students in first and second grades will be grouped in clusters in their grade level heterogeneous classroom with a teacher who has received 30 hours in gifted education. Students will receive instruction that is appropriate to their abilities through…

  • curriculum, process and product modification as need indicates in student’s area/s of giftedness (science, social studies, language arts and math);
  • accelerated materials, as need indicates by student assessment, for students identified in reading/language arts and mathematics.

Second grade identified mathematically gifted students will begin an acceleration spiral into 3rd grade math content by January of each year or earlier as need indicates in preparation for the grades 3-5 accelerated G/T mathematics program. (Third grade math text books and materials will be available to second grade mathematically gifted students and their teachers).

*Cluster teachers of primary gifted students, supported by GATE facilitators, will develop and communicate a plan to parents that describes how the needs of gifted students in the cluster group will be met in the area/s of their giftedness.

GATE Facilitators:
An itinerant G/T instructional facilitator will provide enhanced services to G/T stuents in first and second grades in all schools housing 1st and 2nd grade students (Time with students is dependent on number of iteinerant personnel):

  • Interdisciplinary units based on TEKS to students identified as gifted in language arts, science and social studies
    • Integration of Junior Great Books to stimulate reading to research, shared inquiry, interpretive writing and communication skills (appropriate reading levels and use of technology)
    • product development and presentations
      (speaking, writing and problem solving)
  • Accelerated, problem-solving and investigation-focused math based on TEKS and NCTM standards to students identified as mathematically gifted.
  • Math Pentahlon provided weekly by trained mentors, parents and other community volunteers will be offered to G/T students as part of the district G/T services.

GT13 19 TAC 89.3 (3) *Parents of G/T students must be informed of grade acceleration (credit by examination) as a gifted and talented service option.

Grades 3-5

Cluster Group:
Students identified as gifted and talented in reading/ language arts, science and/or social studies are clustered in a heterogeneous class where their educational needs will be addressed.

Instructional strategies in the cluster classes may include but not be limited to the following:

  • alternative assessments
  • compacting curriculum based on assessed needs
  • learning centers/ stations
  • Socratic Questioning/productive questioning
  • Kaplan’s Model of Pacing, Depth and Complexity
  • thematic inter-disciplinary units
  • independent study; student research, product development and presentations (Work in conjunction with campus G/T facilitator)
  • Use variety of G/T collaborative group techniques that promote student generated knowledge: ( G/T students work as a group/s)
    • Jigsaw, Orbitals, I-Search, Thinking Maps
    • Inquiry Collaboratives and Discovery Investigations
    • Other similar techniques for student generated knowledge
  • Use of level appropriate reading materials.

    *Cluster Teachers of elementary gifted students will develop and communicate to parents a plan that describes how the needs of gifted students in the cluster group will be met in the area/s of their giftedness.

GATE Facilitators:
Students identified as mathematically gifted will receive accelerated, problem solving focused instruction daily by a campus G/T facilitator in an educational environment for mathematically gifted students that…

  • Stresses
    Mathematical reasoning
    Mathematical communication
    Collaborative solution finding
  • Develops
    Independent exploratory behavior
    Curiosity for multiple avenues to solutions
  • Exemplifies
    Discovery learning
    Looking for underlying principles, patterns
    Problem solving
    Discovering formulas
    Organizing data to find relationships

Services to G/T math students are provided also through state and national competitions and exams:

  • Math Pentathlon – 3rd grade
  • Math Olympiad – 4th-5th grades
  • Math League – 4th-5th grade

Students identified as gifted in language arts, science or social studies will receive additional services approximately two hours per week by the campus G/T facilitator through an interdisciplinary study that…

  • is based on Kaplan’s Pacing, Depth and Complexity Model
  • correlates with TEKS and district curriculum scope and sequence;
  • explores connections and relationships between the disciplines;
  • is based on Research Skills Scope and Sequence for G/T students in grades 3-5;
  • focuses on reading to research: analytical reading for problems and issues; reading for unanswered questions; identifying bias and perspectives and evaluating sources: print and online;
  • emphasizes research and communication skills that lead to State G/T Performance Standards Project in fourth, eighth and high school grades judged by state rubric-
    • Cornerstone Project – Grade 4
    • Keystone Project - Grade 8
    • Capstone Project - Grades 9-12
  • Techniques and technology for production of excellent products
  • Oral and written skills for presentation to various audiences.

GT13 19 TAC 89.3 (3) *Parents must be informed of grade acceleration examination as a Gifted/Talented service option.

Grades 6-8 

Language Arts, Science and Social Studies

Students identified as gifted and talented in language arts, science and social studies will have their educational needs met within the pre-AP classes through a variety of instructional strategies which may include:
• alternative assessments;
• compacting curriculum; acceleration;
• collaborative groups for the purpose of student generated knowledge (may use the following techniques);
o I-Search, Orbitals, Jigsaw, Thinking Maps, etc.
o Inquiry Collaboratives, Document Based Questions
o Critical Thinking Charts
• Problem Based Learning, Webquest, Inquiry;
• Socratic Questioning/productive questioning;
• Kaplan’s Model of Pacing, Depth and Complexity;
• themes and inter-disciplinary connections;
• independent study; student research, product development and presentations;
• guided instruction in the G/T Scope and Sequence for Research and Communication Skills and use of appropriate models for research
• open-ended, student centered instructional environment that encourages student generated knowledge;
• G/T instructional cluster grouping within the pre-AP classes.

Pre-AP/GT Science

In addition to the above, students in grades 6-7 will receive guided instruction in the use of the scientific model for research and communication.

*Eighth grade students identified as gifted in science will receive services in a specifically designated G/T class that supports participation in the 8th grade Keystone Project which is based on the State G/T Performance Standards Projects.

G/T Mathematics

Students identified as mathematically gifted in grades 6-8 will receive accelerated, problem solving focused instruction through specifically designated for mathematically gifted students:
• Stresses…
o mathematical reasoning
o mathematical communication
o collaborative grouping for solution finding
• Develops…
o independent exploratory behavior
o curiosity for multiple avenues to solutions
• Exemplifies…
o discovery learning
o looking for underlying principles, patterns
o problem solving
o discovering formulas
o organizing data to find relationships

G/T mathematically gifted students will receive high school credit for Algebra I in eighth grade. Mathematically gifted students will be encouraged to participate in Math Olympiad in 6th grade and Math Counts in 7th and 8th grades

GT 13 19 TAC 89.3 (3) *Students and parents must be informed of credit by examination,
early high school graduation, and in certain circumstances, distance learning as Gifted and Talented service options.

Grades 9-12

Services are provided to Gifted and Talented students in language arts, science, social studies and mathematics within the pre-AP and Advanced Placement framework with specifically designated sections offered for gifted/talented students (if number of students support interest in G/T sections).

* Pre-AP and Advanced Placement courses will include instruction appropriate for gifted and talented students and will follow the state and local goals for meeting the educational needs of these students. Appropriate instructional methods should include:
• alternative assessments;
• compacting curriculum; acceleration;
• collaborative groups for the purpose of student generated knowledge (may use the following techniques)-
o I-Search, Orbitals, Jigsaw
o Group Investigations
o Thinking Maps, etc.
o Document Based Questions/ Critical Thinking Charts
o Charting
• Problem Based Learning, Webquest, Inquiry;
• Socratic Questioning/productive questioning;
• Kaplan’s Model of Pacing, Depth and Complexity;
• themes and inter-disciplinary connections;
• independent study; student research, product development and presentations;
• open-ended, student centered instructional environment that encourages student generated knowledge.

Students may receive college credit for Advanced Placement courses by taking the AP examination and scoring within the college accepted range (usually a score of 3, 4 or 5 on tests taken).

G/T students in grades 9-12 are encouraged to participate in the Capstone Projects, elective independent studies that are part of the State Performance Standards Projects for Gifted/Talented Students:
• focus on research and communication;
• emphasize products of professional quality appropriate to the field of study;
• juried by professionals in the student’s field of study;
• include the following opportunities-
o Topics in Mathematics – 9th &10th
o Independent Study in Mathematics –11th - 12th
o Scientific Research and Design – 9-12
o Economics: Advanced Studies - 9-12
o Social Studies: Research Methods - 9-12
o Independent Studies in English/Journalism - 9-12

Mathematically gifted students are encouraged to participate in Mu Alpha Theta organization; ARML, AME and the Mandelbrot competitions.

GT 13 19 TAC 89.3 (3) Parents and students must be informed of other services that are
available to G/T students:
• academic state and national competitions and exams;
• concurrent or dual enrollment in college;
• Distinguished Academic Program;
• early graduation;
• credit by examination;
• Distance Learning.

 

For more information about the Gifted and Talented Program or enrollment information, please contact:

Sharon Hesser
Gifted/Talented Program Director
Georgetown Independent School District
603 Lakeway Drive, Georgetown, TX 78628
(512) 943-5000 x. 3703