Programming

At FASD, gifted programming is designed to ensure that students are consistently challenged and supported within their daily classroom environment.

Rather than relying on pull-out groups, gifted services are delivered through a collaborative model between classroom teachers and the GT Coordinator. This approach allows students to engage in meaningful, rigorous learning as part of their regular school experience.

• Classroom teachers are the primary facilitators of gifted programming

• Teachers monitor and implement Advanced Learning Plan (ALP) goals throughout the school year

• Instruction is differentiated to provide appropriate challenge, depth, and complexity

• The GT Coordinator supports teachers, provides resources, and pushes into classrooms to enhance learning experiences

Students are challenged not only academically, but also in their creativity, problem-solving, leadership, and social-emotional growth.

Each class participates in a year-long project focused on improving the local or global community.

Students:

• Identify real-world problems

• Research and develop solutions

• Collaborate with peers

• Present their work to an authentic audience

Gifted students play an important role as leaders in this process by helping to guide thinking, deepen inquiry, and support collaborative problem-solving.

The GT Coordinator will push into classrooms at least once per trimester to provide enriched learning experiences connected to these projects.

Each identified gifted student receives an Advanced Learning Plan (ALP) at the beginning of the school year.

ALPs are developed collaboratively by:

• Students

• Families

• Teachers

• The GT Coordinator

Each ALP includes:

• 1 academic goal based on the student’s area of strength

• 1 social-emotional (affective) goal based on an area for growth

These goals are integrated into classroom learning and often connected to the student’s project work.

Teachers monitor progress throughout the year, and updates are shared with families.

Students in the Talent Pool do not receive an ALP.

However, they:

• Receive differentiated instruction within the classroom

• Are monitored for continued growth and potential identification

• May receive opportunities for enrichment and challenge in the classroom

August – September

• ALPs are developed for all identified students

• Families complete a survey to help guide goal setting

• Teachers begin implementing differentiation based on student needs

October – November

• Universal screeners and testing nominations take place

• Identification process begins for new students

• Classroom differentiation and project work begins

December – January

• Families receive testing results and identification updates

• ALP progress is reviewed and updated

• Students continue working on classroom-based projects

February – March

• Project work deepens through research, collaboration, and problem-solving

• Students begin preparing ways to share their learning

April – May

• Students finalize and present their projects

• Classes showcase their work and impact on the community

• ALPs are reviewed and finalized for the year