A continuum of
services supported by research and best practices will be provided to
identified gifted K-5 students. The curriculum includes a school-wide
enrichment model for K-3, with an emphasis on promoting creative and
divergent thinking in all students. Testing to identify gifted students
in the area of superior cognitive ability will take place in the spring
for students in grades 3 and 4. Services for cognitively gifted
identified 4th and 5th grade students will include a pull out service
which allows students to work with a Gifted Intervention Specialist.
Additionally, these students will be grouped together in cluster groups
in their regular classrooms in order to provide a peer group for these
keys to this model are differentiated instruction and the school-wide
enrichment teams,” said Chief Academic Officer Kimberly Pietsch Miller.
“We have incredibly skilled teachers who are capable of delivering
instruction to a classroom full of students with different abilities and
learning styles because the approach to lesson design is
order to develop a culture of enrichment, differentiation must take
place every day, all day. School enrichment team members participated in
professional development during the summer focused on the District’s
vision for gifted students, and best practices around differentiation.
During these planning sessions, teachers discussed a series of concepts
they will be committed to each day.
include a commitment to differentiation, to learning about the gifted
child, to using a common language when discussing gifted services with
parents, to nurturing creativity, and to keep our focus on student
K-3 School-wide Enrichment
essence of the K-3 grade-wide enrichment service is to grow thinkers,”
Pietsch Miller said. “You grow thinkers through developmentally
will learn the six habits of thinkers, and be presented projects
designed to connect to their interests and readiness levels. There will
be opportunities to work on long-term projects designed to develop
project management skills, tenacity, and perseverance.
Grades 4-5 Superior Cognitive Service
4-5 superior cognitive service will also focus on thinking skills.
Students will learn about the “Habits of the Mind” and develop their
understanding about themselves as learners. Students will have the
opportunity to develop long-term projects that connect to their unique
skills, talents, and interests. Staff will also nurture the social and
emotional growth of these students during this critical developmental
time in their lives.
new K-5 services are truly a result of collaboration, innovation, and a
commitment to developing our students to be the very best thinkers,
learners, and citizens,” Pietsch Miller said.
The 2014-15 K-5 Gifted Task Force
task force was convened to answer this question; what should
well-rounded gifted education look like in Dublin City Schools? Made up
of 26 Dublin City Schools educators, the task force studied the
effectiveness of the previous service model and recommended K-5 changes
in response to changing standards, community input, state report card
requirements, and the need to maximize student learning.
task force conducted a transparent, thorough process,” Pietsch Miller
said. “We conducted six community meetings, spent countless hours
studying best practices and research, and we have collaborated with each
other and the community. We are excited our students will now benefit
from this improved service delivery model.”
of the key components of the task force work was to make sure a new
gifted model took into consideration the differences between superior
cognitive students and high achieving students. Less than 15% of our
student population is identified with a superior cognitive ability,
while a much higher percentage falls into the category of high achiever
in a specific academic content area.
high achieving students are typical for an excellent District with
strong parental support like ours,” Pietsch Miller said. “It is our job
as educators to work with parents to help get students the instruction
and services they need.”