Talent Development and Advanced Academics works to nurture the talents and abilities of all SoWashCo students. Remarkable academic talent exists in every personality type, demographic group and segment of society.
Students and families already involved in Gifted Services can visit their school's website for additional information and resources.
Cluster classrooms place a small cluster of students that have been identified as gifted learners in the same classroom with a teacher who has received additional training in teaching gifted learners.
- Cluster classrooms have the same number of students as other classrooms
- Students that have been identified as gifted learners can continue to attend their boundary school and be grouped in a cluster classroom
- Cluster classrooms include not only gifted students, but students with a broad range of abilities
- Cluster classrooms allow high ability students to learn with peers of all abilities while also being able to group together for more challenging lessons.
Research shows that clustering students of high ability increases the opportunity for instruction to be delivered at an appropriate pace and level of challenge. When grouped with students of like abilities, gifted students make more educational gains than when they are separated into different classes.
Gifted Education services in SoWashCo Schools are curriculum based. The curriculum for students in the cluster classroom is based on our district's core curriculum which is differentiated to meet the needs of all learners. Able learners may progress at an accelerated rate or at an in-depth level. A primary objective of the cluster classroom is to place greater emphasis on high level cognitive abilities and go more in-depth with the curriculum. All students benefit when teachers focus on expanding, extending, and enhancing classroom learning opportunities.
SoWashCo Schools screens and identifies students annually for talent development and academic achievement services. We conduct universal screening to find students who are demonstrating outstanding abilities and are capable of higher performance.
- All students in grade 2 and 3 are universally screened for services.
- Students in grades 4-7 who were not previously identified but are demonstrating outstanding abilities may be screened for gifted services.
- Achievement data, including the Measures of Academic Progress (MAP) assessment, is reviewed annually and teacher input is given to determine students for further screening for gifted services.
- Students in grades 4-7 may also be referred by a parent or guardian.
- When will students be screened?
- What assessments are used to determine identification for talent development services?
- What support is provided once a student is identified for services?
- Will GT identification from a previous district transfer over to SoWashCo Schools?
- If I feel my child needs talent development and advanced academic services, but they are not identified, what can I do?
- Will gifted identification from a previous district transfer over to SoWashCo?
Talent Development and Advanced Academics services are provided at all SoWashCo elementary and middle schools through the Levels of Service approach (Treffinger, 1998).
These levels are based on the individual programming model developed by Dr. Donald Treffinger of the Center for Creative Learning, Inc. in Sarasota, Florida.
Levels of Service Programming is:
- Flexible: Programming includes many different people, places, and kinds of activities. It does not follow one formula, single curriculum, or set program of activities or services.
- Inclusive: Programming that is appropriate, challenging, and developmental can be available to anyone. Programming includes a broad range of talents and does not serve just one fixed group of students.
- Responsive: Programming responds to the positive needs of students. It guides planning and decision making and leads to modifications of instruction. The mission of programming is to design and deliver instruction through which we can bring out the best in every student.
- Proactive: Programming challenges the teacher, school, district, parents, and community to take constructive actions for talent development. Taking initiative for talent development becomes everyone's business.
- Unifying: Programming provides a structure and terminology for communicating effectively about talent development within and among home, school, and community.
Teachers do not assume that students who have a great deal of potential in one area have a high level of potential in all areas. Sometimes, students with high potential for math may not have high reading ability and vice versa. High ability in one area does not equate with high ability in other areas. LoS provides a framework for planning, delivering, and managing a wide range of responses to the needs of students. (Selby & Young, 2001)
Edwin C Selby, & Grover C Young. (2003, October). The Levels of Service approach to talent development: Parallels with existing programs. Gifted Child Today, 26(4), 44-50,65.
- About the Gateway Program
- How is placement for the Gateway program determined?
- How is the Gateway program different from cluster classrooms at other SoWashCo elementary schools?
- Is transportation provided for students living outside of Valley Crossing boundaries?
- If a child and / or family decides Gateway is not a good fit, can the child go back to their boundary school?
- Do I need to complete an interest form every year for my child to participate in the Gateway program?
- When is the Gateway placement process?
Young Scholars is an academic program designed to find and nurture advanced potential at an early age in students from historically underrepresented populations providing learning experiences that strengthen basic skills and require students to think and apply knowledge at higher, more complex levels. Young Scholars is committed to seeing and meeting the needs of students who prefer more complex and creative ways of thinking.
The primary goal of Young Scholars is to raise students’ personal expectations, support family involvement, and prepare students for more challenging and rigorous coursework in later grades. Young Scholars continues to develop and evolve based on the changing needs of our students.
Young Scholars lessons encourage and reinforce the following skills:
- Divergent Thinking:
- Students use brainstorming techniques to develop a variety of possible solutions to given problems.
- Students practice using the characteristics of divergent thinking: fluency, flexibility, originality and elaboration.
- Convergent Thinking
- Students learn deducting and analytic thinking skills to solve problems using comparing and contrasting as well as classifying techniques. Graphic organizers are used to sort and classify information.
- Visual/Spatial Thinking
- Students learn to manipulate shapes and solve problems by identifying patterns and analyzing shapes in detail.
- Evaluative Thinking
- Students learn to develop criteria for evaluating possible solutions in a given problem basing their decisions on factual criteria not just opinion.