GEORGETOWN INDEPENDENT SCHOOL DISTRICT'S GIFTED/TALENTED PROGRAM GUIDELINES
The GISD G/T Program Guidelines Handbook includes details regarding processes, procedures for G/T identification and service model, as well as curriculum overviews for students in Kindergarten through fifth grades.
GEORGETOWN INDEPENDENT SCHOOL DISTRICT'S DEFINITION OF GIFTED
Georgetown ISD defines gifted and talented as any child or youth in grades K-12 who performs at, or shows the potential for performing at, a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who (1) exhibits high performance capability in general intellectual ability; or (2) excels in one or more specific academic fields: math, science, language arts, and/or social studies.
STATE GOAL FOR SERVICES FOR GIFTED STUDENTS
Students who participate in services designed for gifted students will demonstrate skills in self-directed learning, thinking, research, and communication as evidenced by the development of innovative products and performances that are advanced in relation to students of similar age, experience, or environment and reflect individuality and creativity. High school graduates who have participated in services for gifted students will have produced products and performances of professional quality as part of their program services. -Texas State Plan for the Education of Gifted/Talented Students
PROGRAM GOALS FOR GIFTED/TALENTED SERVICES K-12
- IDENTIFICATION - Identify students in grades K-12 who demonstrated an academic need for gifted services using the criteria established by the district, approved by the board, and in compliance with the state mandates.
- SELF-DIRECTED LEARNERS - Develop the students' capacities to become self-directed and to be confident in their ability to research and process information and to create and communicate their findings as they produce and present advanced-Ievel products or performances as well as products and performances of professional quality at the high school exit level.
- COMPLEX THINKING SKILLS - Enhance and refine the abstract and complex thinking and reasoning of these students through more sophisticated creative and critical thinking activities as they reflect and refine their own thinking processes.
- APPROPRIATE INSTRUCTIONAL STRATEGIES - Provide students with multiple opportunities to participate in learning experiences using advanced content (within the four core areas) which are defensibly differentiated in depth, complexity and range through modification to content and/or process and/or product. Students will be able to work independently, with groups of other gifted students, and with groups of non-gifted peers.
Elementary School Services
In grades K-5, identified G/T students are served in the general education classroom through differentiation. Additionally, through an enrichment period with G/T teachers, G/T students participate in a variety of Independent Study projects and opportunities to demonstrate skills in critical thinking, research, and communication.
Middle School and High School Services
In grades 6-8, all students have access to pre-AP courses, and in grades 9-12, all students have access to AP and Dual Credit courses.
Enrichment for All
Students at all levels may participate in a variety of University Interscholastic League (UIL) academics competitions, the International SeaPerch Challenge underwater robotics program, and Destination Imagination innovation and problem solving challenges.
Elementary G/T Specialists
- Carver Elementary
- Cooper Elementary
- Ford Elementary
- Frost Elementary
- McCoy Elementary
- Mitchell Elementary
- Purl Elementary
- Village Elementary
- Williams Elementary
- Wolf Ranch Elementary
- Tina Bertucci
- Crystal Decker
- Angie Jones
- Jeanna Jones
- Susan Long
- Teresa Longtin
- Melissa Macaluso
- Callen Schultz
- Amy Supak
- Cheryl Zalk