K-12 Talented and Gifted Programs


Grades K-5: PROMISE and CREATE Programs

The goal of the Promise program is to identify students in grades K-2 who demonstrate high academic ability and, thus, have the potential of being identified as 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 Create gifted program for the following year. Nationally, the number of students identified as gifted is about 5-8% 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 emphasis of the Create 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. Progress reports are sent home at the end of each semester. Both programs consist 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.

Student Selection Process
Every year, all incoming kindergartners are screened for participation in the Division's K-2 Promise program. In addition, transfer students and/or non-participating students may be referred for evaluation for admittance to the program. Classroom teachers, parents, peers, and other adults who are aware of students' abilities are able to refer children for testing. Furthermore, students are permitted to self-refer. Any student may be referred for formal identification at any time during the school year. At the end of grade 2, all students are screened for potential gifted identification. Based on the screening scores, some students not in the Promise program, as well as all students in the Promise program, will be tested for participation in the gifted program for the following year.

The screening process uses the following criteria to determine eligibility:

  • Nonverbal ability and achievement tests
  • Teacher Assessment Scale
  • Individual interview
  • Creative products

Evaluation for the Create program is a continuous process designed to identify students from all cultural and socio-economic backgrounds. The identification process is the joint responsibility of 1) the school counselor, 2) the gifted resource teacher, and 3) the classroom teacher who will review the following:

  • Achievement test data
  • Ability test data
  • Superior student creativity products (based on professional judgment)
  • Teacher Assessment Scale to indicate those students who demonstrate behaviors indicative of giftedness.


Grades 6-8: The CREATE Program

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 elective class, Create Exploratory, offers students instruction in leadership studies, Lego Robotics, SCRATCH programming, engineering and videography is available to identified gifted students in sixth grade. Additionally, Honors Math is taught by one of the Create resource teachers, and instruction is focused on being English is taught by one of the Create resource teachers, and instruction is focused on being able to Create products that demonstrate a higher-level understanding of English concepts such as symbolism and theme.
Grade 8: Create students participate in honors physical science, Civics, 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. Additionally, Honors English is taught by one of the Create resource teachers, and instruction is focused on being able to communicate higher-level connections found in texts.

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.

Grades 9-12: The Gifted and Talented Program

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.

 Honors Classes Offered  Dual Enrollment Offered  AP Classes Offered

 Environmental Science



Scientific Research

Biology II


Chemistry II

World History I

World History II

English 9

English 10

English 11

English 12


Algebra II

Math Analysis


French IV

Spanish IV



American History

Western Civilization


Public Speaking


Teachers for Tomorrow


Music Appreciation

College Composition

Finance & Economics

Fitness & Wellness

English Literature






Computer Science A

Computer Science Principles




Student Growth
High school students work with the guidance department to plan for college and career. Through course selection (honors, dual enrollment, and AP) students are challenged with a rigorous curriculum. High school teachers utilize formative and summative assessments, as well as rubrics to communicate student progress toward rigorous curricular goals. Students are encouraged to take advantage of specific counseling addressing their individual needs as gifted students. AP and dual enrollment classes are particularly helpful in preparing students for the demands they will face in college. Students develop habits of mind and learn strategies to help prepare them to properly handle rigorous college courses.

Website by SchoolMessenger Presence. © 2024 SchoolMessenger Corporation. All rights reserved.