Service options for Students Identified in General Intellectual Ability

Compact regular curriculum for the student when the basic skill has been mastered and the student doesn't need a repetitious drill or extended subject explanation in order to provide the student with time to study an area of particular interest.

Develop learning centers for the student to quietly explore when free time is available to choose an activity.

Provide a variety of reading levels (i.e. in fiction and nonfiction books, online learning videos (TedEd Daily, Mystery Doug, etc., maps, posters, etc.)

Provide the opportunity for the student to debate both sides of an issue (i.e. a school problem, city dispute, moral issue, etc.)

Require the student to self-evaluate a project or performance when completed.

Provide opportunities for the student to develop new criteria for evaluation purposes (rubrics for judging artwork, poetry, ideas, etc.)

Ask the student to share their opinion on a given topic in an impromptu speaking situation.

Provide the student with old photographs of unknown people and request a written or oral description, in dialect, an imagined event.

Have the student write open-ended questions for other classmates to answer after reading a selection.

Provide opportunities for the student to utilize the higher-order thinking skills of analysis, synthesis, and evaluation in assignments tangent to regular curriculum.

Encourage the student to pursue an independent investigation of a topic of choice.