Gifted & Talented

Universal Screening: In Adams 12 Five Star Schools, 2nd and 6th graders who are not already identified GT participate in the Universal Screening process for potential gifted and talented identification. Find more detailed information regarding Universal Screening in the Five Star District.

All second graders will take the GT screener at Leroy on Monday, September 16th through Wednesday, September 18th. Makeups will occur on Monday, September 23rd. Parents will receive results of the second grade screener via Infinite Campus email by November 14th.

Parent/Staff/Student GT Recommendation: All students can participate in the GT identification process by submitting a complete body of evidence. Find more detailed information regarding the GT recommendation process in the Five Star District.

If you would like your kindergarten, first, third, fourth or fifth grade student tested to see if they qualify for advanced academic and gifted services, you must fill out this Parent Permission Form by November 11th, 2024! All grades GT testing, except second, will occur at Leroy on Wednesday, December 11th and Thursday, December 12th. Make-up testing will occur on Monday, December 16th. Parents will receive the results for all grades testing by January 31st via Infinite Campus email. 

* Please note: If your child does not complete the GT screener/test during the window, they will have to wait until the next school year to test. 

Advanced Curriculum & Extended Learning:  “The Vehicle”

Provides the depth and complexity needed to ensure meaningful academic growth

• Environment, curriculum, & resources -- approach, method, philosophy, and style to teaching
• Conceptual, inquiry & problem/project-based learning
• Appropriate level of depth & complexity for student engagement
• Apply learning to the real-world, college/career readiness, meaningful, relevant, authentic learning
• Professional Development for staff to implement GT best practices

Differentiated Learning Pathways:  “The Roadmap”

Provides an education at the appropriate level of readiness and challenge

• Appropriate structures to allow for differentiation- content, process, product, environment
• Cluster grouping, flexible grouping, curriculum compacting
• Acceleration, concurrent enrollment, advanced courses (CP, AP, IB, Honors, Early College)
• Specialized programs/magnets (IB, STEM P-Tech, L2K, SOAR, HS of Business, Bollman, etc.)

Individualized Opportunities & Enrichment:  “The Customized Options”

Actively engages and motivates through interests and meaningful learning opportunities

• Supplemental intervention strategies which help students reach their full potential
• Further development of strength area, early college and career planning
• Incorporation of multiple intelligences, learning preferences, and interests individual to the student
• Enrichment, clubs, passion projects: actively engaging, challenging, meaningful, motivating
  • Student Choice - what do they love and enjoy, what do they already know, alternative assessment, choice in learning/choice menus, independent study
• “Turning passion into purpose”

Social-Emotional Learning: “The Destination”

Focuses on developing the whole child by balancing empowerment and accountability

• Personal Competencies: self-awareness, advocacy, efficacy, confidence, motivation, resilience, independence, curiosity, risk-taking, emotional expression
• Social Competencies: peer relationships and social interactions, social responsibility and leadership, communication skills, respect, collaboration
• Cultural Competencies: value their own heritage and language, communicating and collaborating with diverse groups, positive strategies for social issues (discrimination, stereotyping)
• Self-evaluate the personal, emotional, social, and cultural aspects of their life
  Appropriate Affective ALP goals: strength-based or challenge-based, pinpoint areas for growth
• Actively take part in improving their lives for the better (groups, volunteer, community service, learn new strategies, outlook on life)
• Build confidence and skills in all areas (“balance”) to promote success