Gifted programming is aligned with gifted student's assessment data and ALP goals in the area(s) of giftedness. The following program options are among those available at RFSD:
Schoolwide Cluster Grouping Model—An inclusion model in which a "cluster" of gifted students are integrated into mixed-ability classrooms with teachers trained to provide appropriate differentiated learning opportunities. Cluster grouping allows teachers with specialized training in gifted education to challenge gifted students in all content areas. The pacing of instruction and the depth of content that gifted students need is made possible through compacting, differentiation, and flexible grouping arrangements (Winebrenner & Brulles, 2008)
Flexible Grouping (Interest Based)—involves grouping students together for different purposes. The groups are formed based on ability, achievement, or interest, and should be fluid and flexible. Some common methods used to form flexible groups that are successful with gifted students include grouping by: • Interest area(s) • Content mastery • Ability level • Project choice • Readiness level for targeted objective. This can be done at the school-level or within a classroom.
Flexible Grouping (Schoolwide flooding)—if the grade level has a common time for a specific subject, students are grouped according to ability level to receive instruction in their zone of proximal development. Schools that practice flooding MUST have provisions in place for students whose abilities reach beyond their grade span.
Content Replacement Programs “Pull-Out”—students usually receive accelerated learning opportunities in a specific subject area in an alternative classroom setting. Gifted students are typically pulled out of the regular classroom for replacement of services in math and/or reading. On average, the content is one to two grade levels beyond the student’s assigned grade.
Grade-level Acceleration—Advancing a child one or more entire grade levels to expose him/her to more advanced curriculum.
Subject Area Acceleration—Advancing a child in one or more subjects (advanced math classes, higher grade level reading groups, dual enrollment in college).
Independent Study—A formal independent study allows a student to research an area of passion and work with experts in the field to deepen knowledge and understanding.
Mentorships—Students are matched with an expert in a field of interest and given an opportunity to learn more about a specific topic. This works best in conjunction with an independent study.
Dual Enrollment—Allows high school students the opportunity to take college level courses and receive high school credit at the same time they are earning college credit.
Social and Emotional Programs
In addition to academic programming, gifted students are served through a variety of programs that address their unique social and emotional needs which may include:
• Individual counseling
• “Friends” groups
• “Lunch-Bunch” groups
• Transition support (building change, college planning)
• Advisory Groups (underachievement, perfectionism, goal-setting, social skills, etc.)
Social and Emotional Supports are also woven into regular program delivery and augmented with specific small group supports as needed.
Examples of different levels of support based on identification: