The PROMISE Program, K-2

The goal of the PROMISE (Providing Real Opportunities to Make Individuals Successful in Education) program is to identify students in grades K-2 who demonstrate high academic ability and, thus, have the potential of being identified gifted.  The PROMISE program focuses on nurturing and further developing these students' cognitive abilities.  At the end of grade 2, all PROMISE students will be tested for participation in the gifted program (CREATE) for the following year.  Nationally, the number of students identified as gifted is about 3% of the total school population.  Therefore, it should be noted that many of the PROMISE students will not be found eligible for participation in the CREATE program. 

The PROMISE program consists of four components:  cluster grouping, in-class activities, pull-out services, and differentiated classroom programs which are designed by the classroom and gifted resource teachers. 

Ÿ Cluster Grouping: PROMISE students are grouped in clusters of 3-6 students with age-level peers in the heterogeneously grouped classroom.  Push-in services take place primarily within the classrooms in which PROMISE students are cluster grouped.  Cluster grouping maximizes the time resource teachers are able to meet with gifted students individually and/or in small groups.  The gifted and classroom teachers work together to provide differentiated lessons and units of study in the regular classroom.  Weekly collaborative classroom teaching between the resource and classroom teachers takes place as scheduling permits.

Ÿ Differentiation and Collaboration:  The PROMISE resource teacher will collaborate with classroom teachers to create lessons and units of study that meet the needs of high ability students.  Push-in services take place primarily within the classrooms in which PROMISE students are cluster grouped.  Classroom teachers will provide appropriate and differentiated educational opportunities that will enable each student to develop and enhance his/her abilities, a healthy self-concept, and an eagerness to maximize his/her potential.  Weekly collaborative classroom teaching between the resource and classroom teacher will take place as scheduling permits.

Ÿ Pull-Out Services:  The clustered groups of PROMISE students are pulled out of the regular classroom to meet with the PROMISE resource teacher at least one time per week for about 30-45 minutes.  In addition to teaching and developing critical, creative and logical thinking skills, the focus of the pull-out program is to provide PROMISE students with opportunities to work with their intellectual and academic peers.

Ÿ In Class Activities:  The PROMISE resource teacher will visit K-2 classrooms to teach critical thinking or creativity lessons as time and scheduling permits.  In class activities expose more students to higher level thinking activities.   

The CREATE Program, Grades 3-5

The emphasis of the CREATE (Creative Resources for Exceptional Academic and Talented Endeavors) program in grades 3-5 is on the learning processes which will enable each gifted student to reach their academic potential and to become contributing members of the larger society later in life.  

 The CREATE program consists of four components: cluster grouping, in-class activities, pull-out services, and differentiated classroom programs which are designed by the classroom and resource teacher.

Ÿ Cluster Grouping: CREATE students are grouped in clusters of 3-6 students with age level peers in the heterogeneously grouped classrooms.  Push-in services take place primarily within the classrooms in which identified gifted students are cluster grouped.  Cluster grouping maximizes the time resource teachers are able to meet with gifted students individually and/or in small groups.  The gifted and classroom teachers work together to provide differentiated lessons and units of study in the regular classroom. 

Ÿ Differentiation and Collaboration:  The CREATE resource teacher will collaborate with classroom teachers to create lessons and units of study that meet the needs of high ability students.  Push-in services take place primarily within the classrooms in which CREATE students are cluster grouped.  Classroom teachers will provide appropriate and differentiated educational opportunities that will enable each student to develop and enhance his/her abilities, a healthy self-concept, and an eagerness to maximize his/her potential.  Weekly collaborative classroom teaching between the resource and classroom teacher will take place as scheduling permits.

Ÿ Pull-Out Services:  The clustered groups of CREATE students are pulled out of the regular classroom to meet with the gifted resource teacher on a weekly basis.  In addition to teaching creative and critical thinking skills, the goal of the pull-out program is to help students set personal and academic goals.  Resource teachers work with students at the end of each semester to help them think about their learning and to assess how well they believe they have achieved their goals.  Student input is incorporated in their individualized Differentiated Education Plan Report which is sent home at the beginning of the school year.  The program also focuses on teaching advanced content in a number of academic areas. 

Ÿ In Class Activities:  The CREATE teacher will visit regular classrooms in grades 3-5 to teach critical thinking/creativity lessons and/or to enrich SOL objectives during the school year as scheduling permits.

Student Growth

CREATE students work with the resource and classroom teachers to set individual goals and to create a personalized Differentiated Education Plan (DEP).  DEPs guide student learning throughout the school year.  At the end of each semester, the resource and classroom teachers use a rubric to evaluate student progress toward meeting their DEP goals.  Progress reports are sent home at the end of each semester.  Additionally, teachers are urged to use student-led conferences and student portfolios as a communication tool with parents.

The CREATE Program, Grades 6-8

Identified gifted students are cluster grouped in middle school honors classes.  Two CREATE resource teachers work with students and honors teachers to ensure courses are firmly grounded in instructional practice best for the gifted learner.  The gifted resource teachers use push-in and pull-out models to differentiate instruction for regular education and identified gifted students.  The CREATE resource teachers also work with identified gifted students to ensure their individual needs are met.  

Grade 6:  CREATE students participate in honors English and honors math classes.  CREATE resource teachers collaborate with students and core teachers to ensure the courses are firmly grounded in instructional practices that are deemed to be best suited for the gifted classroom.  An additional elective class in Future Problem Solving (FPS), Lego Robotics, creative expression and videography is available to identified gifted students in sixth grade.

Grade 7: CREATE students participate in honors life science, honors English, and pre-algebra.  The resource teachers also collaborate with core teachers to ensure the classes are firmly grounded in instructional practices that are deemed to be best suited for the gifted classroom.

Grade 8:  CREATE students participate in honors physical science, honors English and algebra.  CREATE resource teachers collaborate with honors instructors and students to ensure the classes are firmly grounded in instructional practices that are deemed to be best suited for the gifted classroom.

Student Growth

CREATE students work with the resource and classroom teachers to set individual goals and to create a personalized Differentiated Education Plan (DEP).  DEPs guide student learning throughout the school year.  At the end of each semester, the resource and classroom teachers use a rubric to evaluate student progress toward meeting their DEP goals.  Gifted student progress reports are sent home at the end of each school year.  Additionally, teachers are urged to use student-led conferences and student portfolios as a communication tool with parents.

The Talented & Gifted Program, Grades 9-12

At the high school level, the gifted resource teacher advises identified gifted students in grade 9 on issues surrounding career planning, academic coursework, and personal counseling.  While gifted students in grades 10-12 receive counseling services from other high school counselors, they meet with the gifted resource teacher frequently throughout the year.  In addition to providing counseling services to students in grade 9, the gifted resource teacher collaborates with 9-12 classroom instructors to ensure that differentiated instruction is used to meet the needs of identified gifted students.

Students' academic needs are met through honors, Advanced Placement (AP), and dual-enrollment classes.  Dual-enrollment classes are organized through local colleges and universities.  AP courses are college-level classes for which most colleges and universities grant transcript credit, provided the student receives a passing score on the AP final exam.  Any student who meets the school's criteria for enrollment may participate in these courses without formal gifted identification.  The highest quality of student performance is expected in all honors and AP classes.

Colonial Heights High School

Advanced Courses

English

Mathematics

Science

Social Studies

Foreign Language

Art & Music

Health   

Honors Grade 9 English

Honors Geometry

Honors Earth Science

Honors World History & Geography

French IV Honors

Honors Art

Dual Enrollment Fitness & Wellness

Honors Grade 10 English

Honors Algebra II

Honors Biology

Honors World History & Geography II

AP French V

(Virtual Virginia)

AP Music Theory

 

Honors Grade 11 English

Honors Mathematical Analysis,

Honors Chemistry

World Religion Honors

Honors Latin IV

Dual Enrollment Music Appreciation

 

Honors Grade 12 English            

Honors Calculus

Honors Physics I

AP Psychology

AP Latin V


 

Grade 12 AP English

Honors Probability and Statistics

AP Biology

Dual Enrollment Sociology

Honors Spanish IV


 

Dual Enrollment College Composition

AP Calculus

AP Chemistry

Dual Enrollment Western Civilization

AP Spanish V

(Virtual Virginia)

 

 

 

 

 



Dual Enrollment Geospatial Information System

AP United States History



 

 

 

AP Environmental Science (Virtual Virginia)

AP Government

 

 

 

 

 

 

Honors World Affairs