Gifted education provided by the school district will be delivered through the

following models at a minimum of five segments per week:

Resource Class (K-5) The Resource Class model will be utilized in the K-5 grades.
This model allows students with similar abilities to spend a portion of their time
learning in a classroom separate from students with mixed abilities.

Each student must meet the eligibility criteria to be identified as gifted to be served
under this model. The curriculum must meet the state curriculum standards, providing
interdisciplinary enrichment activities that cover all academic subjects areas. The
content and pacing must show differentiation from that of the curriculum typically
provided for students at the same grade level. No more than 10 FTE segments per
week may be provided in a gifted resource class. The maximum class size is 17
students.

Advanced Content (6-12) - The Advanced Content Model will be utilized in grades
6-12. This model provides instruction to students who are homogeneously grouped on
the basis of achievement/interest. This model services students who have been
identified as gifted as well as students who have not been identified as a gifted learner
but who demonstrates significant ability and motivation in a particular content area.
Identification of students for this program will be based on standardized test scores,
academic achievement/student motivation, and teacher recommendation. Each course
will have a full description that demonstrates how its content, teaching strategies,
pacing, process skills, and assessments differ from those of a more typical course at
the same grade level.

High school students in grades 9-12- will have the option to participate in Advanced
Content Classes. Students in grades 11-12 can participate in International
Baccalaureate (IB) Diploma courses. All courses will follow the frameworks provided
by the College Board or the International Baccalaureate Organization. Teachers in
each of these programs will be provided 10 hours of professional development in the
areas of characteristics of gifted learners ad curriculum differentiation for gifted
students. Teachers who have a Gifted endorsement will not need to participate in this
professional development.

Several Indirect Service models were considered, to include cluster grouping,

collaborative teaching, and internships/mentorships. However, only the
Internship/Mentorship Model was felt to meet the program needs at this time. The
Internship/Mentorship allows a high school gifted student to be assigned a mentor in a
profession that he or she would like to explore. Each student participating in this
program will have a contract that outlines the work to be done, the learning goals, the
dates and amount of time the student will participate, the method(s) of evaluation and
the responsibilities of the gifted program internship teacher and the mentor.

The maximum class size for both the middle school and high school is 21 students.