Students in grades K-2 are served via the whole group enrichment option by certified elementary teachers trained in Talents Unlimited.
Talents Unlimited focuses on six different talent areas: Academic, Productive Thinking, Communication, Forecasting, Planning, and Decision Making. Within these areas, students are asked to think of many, varied, and unusual ways to demonstrate knowledge, forecast, plan, make decisions, communicate, and produce.
Content in these classes is differentiated via project-based extension of the regular education curriculum and enrichment based on Talents Unlimited. Process skills of critical thinking (analysis, evaluation, and synthesis), creative thinking (fluency, flexibility, originality, and elaboration), problem-solving, independent investigation, group collaboration, communication, and personal development are emphasized. Products may include, but are not limited to, models, structures, posters/exhibits, etc. Students have many opportunities to share their products with authentic audiences through school-based community nights, school building or GT website, and/or class presentations.
Talents Unlimited focuses on six different talent areas: Academic, Productive Thinking, Communication, Forecasting, Planning, and Decision Making. Within these areas, students are asked to think of many, varied, and unusual ways to demonstrate knowledge, forecast, plan, make decisions, communicate, and produce.
Content in these classes is differentiated via project-based extension of the regular education curriculum and enrichment based on Talents Unlimited. Process skills of critical thinking (analysis, evaluation, and synthesis), creative thinking (fluency, flexibility, originality, and elaboration), problem-solving, independent investigation, group collaboration, communication, and personal development are emphasized. Products may include, but are not limited to, models, structures, posters/exhibits, etc. Students have many opportunities to share their products with authentic audiences through school-based community nights, school building or GT website, and/or class presentations.
Intermediate and Middle School GT students (grades 3-8) receive direct services via the resource room pull-out option for at least 150 minutes/week. Content is differentiated based on an interest survey administered to students at the beginning of the year. Mixed grade level enrichment clusters are offered in content areas of STEM, creative problem-solving, dramatic arts, the humanities, and independent study. Each year may bring different enrichment classes based on student interest and strength.
Units of study vary and are based on topics not typically covered in the regular classroom as well as student interest/choice. In the past, students in grades 3-8 have investigated such topics as Javascript Computer Coding, Structures, Simple Machines/Rube Goldberg, Robotics, Impromptu Problem-Solving, Fantastic Fairy Tale, Silent Movie, Experiencing Technical Difficulties, True Characters, and International Marketplace. Also included are independent studies based on student interest. Our Intermediate and Middle School students have researched and created original products for such topics as World War II battles, World War II tanks, the Giant Squid, Shakespeare, The Great Wall of China, Vincent Van Gogh, the Loch Ness Monster, Special Olympics, Computer Programming, and Graffiti Art.
Process skills of critical thinking (analysis, evaluation, and synthesis), creative thinking (fluency, flexibility, originality, and elaboration), independent investigation, group collaboration, communication, and personal development are emphasized.
Students choose which types of original products to create based on the type of work or research in which they are involved. Products may include, but are not limited to, websites, exhibits, performances, documentaries, models, experiments, etc. Students have many opportunities to share their products with authentic audiences through school-based community nights, competitions, GT website, and/or class presentations.
Units of study vary and are based on topics not typically covered in the regular classroom as well as student interest/choice. In the past, students in grades 3-8 have investigated such topics as Javascript Computer Coding, Structures, Simple Machines/Rube Goldberg, Robotics, Impromptu Problem-Solving, Fantastic Fairy Tale, Silent Movie, Experiencing Technical Difficulties, True Characters, and International Marketplace. Also included are independent studies based on student interest. Our Intermediate and Middle School students have researched and created original products for such topics as World War II battles, World War II tanks, the Giant Squid, Shakespeare, The Great Wall of China, Vincent Van Gogh, the Loch Ness Monster, Special Olympics, Computer Programming, and Graffiti Art.
Process skills of critical thinking (analysis, evaluation, and synthesis), creative thinking (fluency, flexibility, originality, and elaboration), independent investigation, group collaboration, communication, and personal development are emphasized.
Students choose which types of original products to create based on the type of work or research in which they are involved. Products may include, but are not limited to, websites, exhibits, performances, documentaries, models, experiments, etc. Students have many opportunities to share their products with authentic audiences through school-based community nights, competitions, GT website, and/or class presentations.
High School GT students in grades 9-12 are served via the special classes option of pre-AP and AP courses, as well as monthly small group meetings on a pull-out basis.
Content, process, and products are differentiated based on specialized training for pre-AP and AP teachers, and in the case of AP classes, a College Board approved AP syllabus. Students choose the pre-AP and/or AP courses that best suit their needs, strengths, and interests.
Content for monthly meetings is based on the individual needs of the students and mainly involves post-secondary advising as well as affective counseling as-needed. Each year, these students have the opportunity to participate in 1 college campus visit and academic appointment in areas of their interest.
Process skills of self-reflection, self-awareness, and risk-taking are emphasized.
Products are typically in the form of high school activity/leadership documents and student applications for leadership, summer classes, college, and scholarships.
Content, process, and products are differentiated based on specialized training for pre-AP and AP teachers, and in the case of AP classes, a College Board approved AP syllabus. Students choose the pre-AP and/or AP courses that best suit their needs, strengths, and interests.
Content for monthly meetings is based on the individual needs of the students and mainly involves post-secondary advising as well as affective counseling as-needed. Each year, these students have the opportunity to participate in 1 college campus visit and academic appointment in areas of their interest.
Process skills of self-reflection, self-awareness, and risk-taking are emphasized.
Products are typically in the form of high school activity/leadership documents and student applications for leadership, summer classes, college, and scholarships.