Colquitt County Schools Gifted Program supports the system’s commitment to student growth and excellence in achievement. We recognize the unique educational needs of identified gifted students and are committed to providing services that foster the development of each student’s full potential.
1. A continuum of program services with multiple delivery options will be provided to meet the needs of all gifted learners.
2. Gifted education programming will receive funding consistent with the program goals and sufficient to adequately support administrative procedures.
3. Support services for the continuum of gifted education programs will be provided at each local school.
4. Gifted services will supplement and extend the Common Core and Georgia Performance Standards.
5. Gifted learners will be included in flexible grouping arrangements in all content areas and grade levels to ensure that gifted students learn with and from intellectual peers.
6. Existing and future school board policies will include provisions for acceleration, e.g. grade skipping, cross-age grouping, dual enrollment, content acceleration, etc.
A comprehensive assessment of identification as gifted should include: parent input, teacher input, student input, academic achievement testing, intellectual testing, social-emotional assessment, gross motor assessment, fine motor assessment, home observations, school observations, observations for social interactions and assessment of physical development. Specific skills, abilities, or behaviors, which contribute to the identification of students as gifted, should then be translated into areas of program emphasis.
Step 1: Nomination of students who display gifted and talented behaviors.
- Complete nomination form with biographical data
- Notify parent/guardian
- Complete TABS
Step 2: Multi-method screening by eligibility team to enter formal process. Team must document meeting date, members present, source of nomination, decision & rationale on eligibility report form.
- School records (achievement data)
- Student interview/observation
- Samples of student work (Product, portfolio)
Step 3: Obtain parent permission to collect data in mental ability, achievement, creativity and motivation.
Step 4: Assemble and integrate all information. Provide a plan of service identifying the student’s strengths and weaknesses.
Step 5: Gifted eligibility team meets to review data collected. If eligible for services, obtain parent permission to serve a minimum of 5 segments per week through an appropriate service model.
Click here for the Colquitt County Referral Process flowchart.
A continuum of services is available to ensure that gifted identified learners are served in areas of strength and interest. Programming options are utilized to meet students’ advanced learning needs as documented by assessment data. Program delivery models adhere to guidelines established in the Resource Manual for Gifted Educational Services, and identified students are served a minimum of five (5) segments per week.
Acceleration will be utilized when differentiation in the area of strength is not adequate to meet the needs of individual learners. The eligibility committee will make decisions regarding acceleration following a review of data indicating such need.
The Common Core and Georgia Performance Standards serve as the focus of all delivery options. The curriculum is evaluated and revised as needed on an annual basis. The advanced content curriculum is available to all advanced content teachers by subject and grade. Teachers using the cluster model provide documentation of appropriate differentiation using individual and group contracts. Collaborative plans are developed by the gifted and regular teacher and copies maintained in the classroom and at the center.
Information pertaining to programming options, student search, student nomination, referral for testing, and eligibility requirements is available in the gifted handbook, brochures located at your child’s school, and on our website at http://gifted.colquitt.schooldesk.net
Identified gifted students in grades K-2 receive services at their home school using acceleration, cluster, and resource. Learning opportunities that are more rigorous, challenging, and extend their learning are provided. Students in grades 3-5 have an option to receive advanced content services at a center or be served at their home school by cluster or advanced content. Collaboration is used to provide services when there is no endorsed teacher available in the student’s grade and school.
Gifted Standards serve as the focus for an integrated curriculum based on the Common Core and Georgia Performance Standards. An advanced content curriculum, developed by experienced gifted teachers, is maintained and made available for advanced content teachers in the elementary schools to follow. Gifted standards of advanced research, creative and critical thinking, advanced communication, and understanding self are embedded. The parallel curriculum model serves as the basis for curriculum planning and development. This model considers which includes content, connections, practice, and identity.
Students in grades 6-9 are served in their area(s) of strength utilizing service models in advanced content, acceleration, and collaboration. Advanced Placement Prep classes are available in English Language Arts, Math, Science, and Social Studies. Acceleration in math, ELA, science, and social studies leads is utilized for students whose ability & interest indicate a need. Accelerated students may take high school classes in 8th grade. Select exploratory courses may also be available to meet the needs of gifted students. Georgia Performance Standards are modified to provide rigor appropriate for the gifted learner. Students are challenged to utilize critical and creative thinking to reach a greater depth of understanding in all academic courses. Seventh grade students have the opportunity to take the SAT for consideration to attend classes at Duke (TIP) Talent Identification Program during the summer. Scholarship funds are available to assist students in attending this prestigious program.
Gifted learners in grades 6-12 are served through advanced content, cluster, acceleration, internships, and MOWR. Students are grouped with other gifted students in advanced content classes that provide rigor and challenge. High achieving students who meet established criteria are given the opportunity to take advanced content classes. The Common Core Curriculum and Georgia Performance Standards provide the base curriculum in all areas. Standards are differentiated in the areas of process and product and entail problem solving and critical analysis. Partial or full acceleration is available through MOWR, on-line courses, dual enrollment, and Duke TIP. Students may pursue their area of strength and interest through an internship/mentorship.
High achieving students must meet 3 of 4 criteria to take advanced content courses:
- 90% on a standardized test in content area
- 2 years above grade level on a valid instrument, e.g. STAR, DRA
- 3.5 GPA for past 2 years
- Exceeding standard on CRCT
1. A differentiated and well defined curriculum is implemented and articulated following a scope and sequence for all grade levels. The curriculum will be reviewed and revised annually to reflect the needs of the students.
2. Teachers will develop plans and implement a differentiated curriculum in every discipline for gifted learners in grades K-12.
3. Gifted learners will be pre-assessed for proficiency in all units of study and subsequently provided with learning opportunities that are more rigorous, challenging, and extend their learning.
4. Continual opportunities for partial and full acceleration in content and/or grade levels will be provided in gifted learners in areas of strength and interest to allow sufficient ceiling for optimal learning. Decisions for acceleration will be made following a review of data indicating such needs.
"1. Gifted learners must be given stimulating educational experiences appropriate to their level of ability if they are to realize their potential. 2. Each person has the right to learn and to be provided challenges for learning at the most appropriate level where growth proceeds most effectively." National Association for Gifted Children, "Why Should Gifted Education Be Supported?" NAGC
Click here for the Department of Education Gifted Curriculum
Gifted Standards K-12
1. Develop advanced research skills.
2. Develop and practice creative thinking and creative problem solving skills with a variety of complex topics within the area of study.
3. Develop and practice critical thinking and logical problem solving skills in the pertinent academic area.
4. Develop advanced communication skills using new techniques, materials, and formats to share with real audiences.
5. Develop an understanding of self and how their unique characteristics may influence interactions with others.