Gifted
Delivery
Models
Liberty County School System
GATE
“What makes a child
gifted and talented may
not always be good
grades in school, but a
different way of looking
at the world and
learning.”
Chuck Grassley, US Senator
Gifted Delivery Models
At A Glance
Advanced Content
Cluster Grouping
Students are grouped on
basis of achievement,
A “cluster” of gifted students are
assigned to a heterogeneous class.
Resource
Collaborative Teaching
Gifted students are
pulled out of the regular
classroom.
Regular classroom teacher will
collaborate with gifted
specialist.
“In terms of classroom teaching, gifted students
may be defined as those who have ability that
exceeds grade- or age-level expectations by two
years or more.”
Teaching Gifted Kids in Today’s Classroom, page 11
LCSS
ELEMENTARY
Gifted Delivery Models
Cluster Grouping
Resource Model
A “cluster” or small group of students who have been tested and
identified as gifted per LCSS guidelines are assigned to an
otherwise heterogeneous class, or a class of students with
various abilities. The teacher holds gifted certification and works
to identify areas of strength of gifted students and provides
them with separate lessons at least five times a week.
Students who have been tested and identified as gifted per LCSS
guidelines are pulled out of the regular classroom to meet with
other gifted students and a gifted certified teacher. Curriculum
in resource classrooms is content focused but interdisciplinary.
Service is provided no more than ten segments per week.
Collaborative Teaching Model
Direct instruction may be provided by a regular classroom teacher; however, there must be
“substantial regularly scheduled” collaborative planning between the teacher and gifted
specialist. Together, they will work to create challenging assignments to substitute for or
extend the core curriculum objectives that the student has already mastered.
LCSS
MIDDLE GRADES
Gifted Delivery Models
Cluster Grouping
Advanced Content Model
As in the elementary model, a “cluster” of gifted students is
assigned to an otherwise heterogeneous class. The teacher holds
gifted certification and works to identify areas of strength (which can
include creative or academic strength) provides them with separate
lessons at least five times a week.
Students are homogeneously grouped on the basis of achievement
and interest in a specific academic content area. The district may
choose to have students who are not identified as gifted but who
have demonstrated exceptional ability and motivation in a particular
area participate as well.
Resource Model
Collaborative Teaching Model
Students who have been tested and identified as gifted per LCSS
guidelines are pulled out of the regular classroom to meet with
other gifted students and a gifted certified teacher. Curriculum
in resource classrooms is content focused but interdisciplinary.
Service is provided no more than ten segments per week.
Direct instruction may be provided by a regular classroom teacher;
however, there must be “substantial regularly scheduled” collaborative
planning between the teacher and gifted specialist. Together, they will
work to create challenging assignments to substitute for or extend the
core curriculum objectives that the student has already mastered.
“Based on the analysis of… nine curriculum models… what can we
infer about best practices in curriculum and instruction for the
gifted? Best practice… would be to group gifted students
instructionally by subject area for advanced curriculum work that
would be flexibly organized and implemented based on students’
documented level of learning.”
“An Analysis of the Efficacy of Curriculum Models in Gifted Education”,
J. VanTassel-Baska & E. Brown
LCSS
HIGH SCHOOL
Gifted Delivery Models
Cluster Grouping
Advanced Content Model
As in the elementary model, a “cluster” of gifted students is
assigned to an otherwise heterogeneous class. The teacher holds
gifted certification and works to identify areas of strength (which can
include creative or academic strength) provides them with separate
lessons at least five times a week.
As in the middle school model, students are homogeneously grouped.
At the high school level, Advanced Content courses can be either
Honors or Advanced Placement (AP). AP classes must be certified by the
college board. The Instructor must be gifted certified OR have 10 clock
hours of professional development in gifted characteristics and
curriculum development.
Alternate Model: Dual Enrollment
Alternate Model: Intern-Mentorship
Students who have been tested and identified as gifted per LCSS
guidelines are pulled out of the regular classroom to meet with
other gifted students and a gifted certified teacher. Curriculum
in resource classrooms is content focused but interdisciplinary.
Service is provided no more than ten segments per week.
Direct instruction may be provided by a regular classroom teacher;
however, there must be “substantial regularly scheduled” collaborative
planning between the teacher and gifted specialist. Together, they will
work to create challenging assignments to substitute for or extend the
core curriculum objectives that the student has already mastered.
Choosing a
Delivery Model
“Which program serves as the best model for gifted children? That’s an
interesting question, sure to bring out a variety of responses. Based on my
experience and research I have to confidently say that while there is no
one perfect system... no holy grail so to speak of gifted delivery models..”
Steve Haberlin,
Professor of Education, Wesleyan College at Macon, GA