Universal Screening:

In Adams 12 Five Star Schools, 2nd and 6th graders who are not already identified GT participate in the Universal Screening process for potential gifted and talented identification. Find more detailed information regarding Universal Screening in the Five Star District.  

THE SECOND GRADE SCREENER WILL OCCUR AT HILLCREST September 22nd-24th. All grade testing will occur on December 1-2nd.

Parent/Staff/Student GT Recommendation: All students can participate in the GT identification process by submitting a complete body of evidence. Find more detailed information regarding the GT recommendation process in the Five Star District. 

If you want your kindergarten, first, third, fourth or fifth grade student tested for gifted and talented identification, you must fill out this Parent Permission Form by October 24th, 2025! 

If your student is in second grade, or already identified as Gifted and Talented, you do not need to fill out this form.

Parents will be notified of the results by January 28, 2025 via Infinite Campus email.

*If students miss testing, they will have to wait until the following year to test.

Advanced Curriculum & Extended Learning: “The Vehicle”

Provides the depth and complexity needed to ensure meaningful academic growth

• Environment, curriculum, & resources -- approach, method, philosophy, and style to teaching

• Conceptual, inquiry & problem/project-based learning

• Appropriate level of depth & complexity for student engagement

• Apply learning to the real-world, college/career readiness, meaningful, relevant, authentic learning

• Professional Development for staff to implement GT best practices

Differentiated Learning Pathways:  “The Roadmap”

Provides an education at the appropriate level of readiness and challenge

• Appropriate structures to allow for differentiation- content, process, product, environment

• Cluster grouping, flexible grouping, curriculum compacting

• Acceleration

Individualized Opportunities & Enrichment:  “The Customized Options”

Actively engages and motivates through interests and meaningful learning opportunities

• Supplemental intervention strategies which help students reach their full potential

• Further development of strength area

• Incorporation of multiple intelligences, learning preferences, and interests individual to the student

• Enrichment, clubs, passion projects: actively engaging, challenging, meaningful, motivating

  • Student Choice - what do they love and enjoy, what do they already know, alternative assessment, choice in learning/choice menus, independent study

• “Turning passion into purpose”

Social-Emotional Learning:  “The Destination”

Focuses on developing the whole child by balancing empowerment and accountability

• Personal Competencies: self-awareness, advocacy, efficacy, confidence, motivation, resilience, independence, curiosity, risk-taking, emotional expression

• Social Competencies: peer relationships and social interactions, social responsibility and leadership, communication skills, respect, collaboration

• Cultural Competencies: value their own heritage and language, communicating and collaborating with diverse groups, positive strategies for social issues (discrimination, stereotyping)

• Self-evaluate the personal, emotional, social, and cultural aspects of their life

• Appropriate Affective ALP goals: strength-based or challenge-based, pinpoint areas for growth

• Actively take part in improving their lives for the better (groups, volunteer, community service, learn new strategies, outlook on life)

• Build confidence and skills in all areas (“balance”) to promote success