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 Creative Thinking
 Critical Thinking
 Social & Emotional
Gifted Learner Characteristics
Has wild, silly ideas
Plays around, yet tests well
Discusses in detail, elaborates
Beyond the group
Shows strong feelings and opinions
1-2 repetitions for mastery
Prefers adults
Draws inferences
Initiates projects
Is intense
Creates a new design

Enjoys learning

Manipulates information
Good guesser

Thrives on complexity

Is keenly observant
Is highly self critical

Pullout Programs / Specialized Classes:


Here What the Research Says 

   Nine pull-out program research studies were examined for their effectiveness for gifted students.  The results indicate that pull-out models in gifted education have significant positive effects for the variables of achievement, critical thinking, and creativity.

   When pull-out gifted programs were eliminated, parents reported that their children were experiencing - "a decline in energy, curiosity, and intrinsic motivation to achieve at high levels and were beginning to disengage from the traditional curriculum."

   Studies found that students in special schools tended to score highest on standardized tests and other measurements compared to students of the same abilities in regular school settings.

   Over 99% of the students in specialized math and science high schools went on to earn a bachelor's degree or higher, with over 50% of the students continuing in challenging science or math fields.

   Specialized classes or pull out programs means fewer repetitive drills and more challenging concepts. - "The achievement level of high ability students falls dramatically when they are required to do routine work at a routine pace.




Exit Policy


Here Policy for Exiting the GT Program 

  1. Once a student qualifies for GT, he or she is required to attend.  A classroom teacher cannot prevent a student from attending GT, the GT teacher cannot dismiss a student from GT, and a student cannot decide whether or not to attend GT. 
  2. Parents/Guardians who want their child removed from the GT classroom must set up a conference with the GT teacher. If, after a conference, the parent still wants to withdraw the student, they must send written notification stating that the GT student will no longer participate in GT services.
  3. If the student wishes to resume GT services, a meeting between the GT teacher, student, and parents must occur.  In some cases the site administrator may choose to participate in the conference.

Make-up Work Policy for Classwork Missed



Douglas County has adopted the following policy regarding classroom work that has been missed because the student has been in the G/T resource room:

“Gifted and Talented students will not be required to make up work missed in the classrooms during the pull-out sessions.  Gifted and Talented students will be responsible for the knowledge covered in the classroom during attendance at GT.  They are not responsible for the work (worksheets, assignments, etc.) except to the degree such work may be necessary to demonstrate that the knowledge has been learned.”


The following suggestions may be helpful to students, parents, and teachers as they work to successfully handle this need for the GT student.  GT students are capable of sharing the responsibility for solving the problem, and this may be an excellent opportunity for problem solving sessions with parent, teacher, and student involved.


If there is a problem involving classroom make-up work…


The parent might…

  • encourage the child to discuss solutions with the teacher.
  • request a conference with the classroom teacher to discuss the problem and solutions.
  • help the students set realistic expectations for themselves – some GT students feel that they have to do all the classroom work.
  • help the child prioritize completing homework as well as after-school activities if that is a problem.

The student can…

  • learn to, with the teacher’s help, prioritize which items are most important for them to complete.
  • check with their teacher when they return from GT for assignments or parts of assignments that they need to complete.

The teacher could…

  • in conference with the student, agree on the amount of work the student needs to do.
  • drop review questions for GT.
  • require only one or two questions that require the highest level of understanding.
  • compact the unit of study so that the student doesn’t have to do assignments in areas in which they are competent.


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