Gifted Education Program Services Models

The Cobb County School District provides services for identified gifted
students at all grade levels that are designed to meet the specific
academic needs of gifted students. Cobb adheres to the rules and
regulations established by the Georgia Department of Education for
identification and service of gifted learners. Currently there are six
delivery models utilized by Cobb County School district. All schools
may not offer all options.

Name of Grouping of Teacher Identifying Present in

Model Students Qualification Characteristi my School
cs Y/N

Resource Students are Teacher has The content no

class: Direct homogeneousl gifted as pacing
service y grouped. All endorsement are based on
students are on their the Cobb
identified as certificate. Countys
gifted. Gifted
Process
Standards
and should
be
differentiate
d so that the
activities
are far more
advanced
than a
typical
grade level
class.
Subjects
include
 Career,
Technical
and
Agricultural
Education,
English, fine
arts, math,
science,
social
studies, and
world
language.
Gifted
students
may receive
no more
than 10
segments
per week of
resource
class.

Advanced Homogeneous The teacher Normally a yes

content/Honor grouping must possess a class for
s: based on gifted in-field gifted
achievement endorsement students;
Direct service
and interest. and utilize the however,
approved student
differentiated does not
Advanced have to be
Content course identified as
framework. gifted but
may instead
be deemed
as highly
able. In
 grades K-5
students
must receive
no more
than two
segments
within the
same area
per week of
advance
content.

Cluster Students are The classroom Includes no

Grouping: placed into teacher must identified
heterogeneou possess a gifted
Direct service
s in groups. current students.
The approved Subjects
recommended GaPSC gifted include
size of the endorsement reading/lang
group is 6 8 and must uage arts,
students. document math,
course science and
modifications social
for gifted studies. In
students using addition to
the approved modified
forms. advanced
content, this
class
contains
activities to
keep gifted
students
engaged.
 Advanced Students are Classroom The district yes
Placement: homogeneousl teacher must may elect to
y grouped by be certified in include
Direct service
level of that particular students not
achievement subject area. deemed as
as well as The teacher gifted.
interest in a must complete
specific 10 hours of
content area. professional
The total class development
size is 21 the
students at characteristics
the high of gifted
school level. students and in
differentiated
instruction or
possess a
current GaPSC
gifted
endorsement.

International Eleventh and Classroom The district yes

Baccalaureate twelfth grade teacher must may elect to
: students are be certified in include
homogeneousl that particular students not
Direct service
y grouped by subject area. deemed as
level of The teacher gifted.
achievement must be trained
as well as by the
interest in a International
specific Baccalaureate
content area. Program in the
The total class specific IB
size is 21 diploma course
students at and either
the high complete 10
 school level. hours of
professional
development
the
characteristics
of gifted
students and in
differentiated
instruction, or
the teacher
must possess a
current GaPSC
gifted
endorsement.

Collaborative Maximum of Regular Gifted no

Teaching: eight students classroom students are
are placed as teacher place in a
Indirect
a group into a collaborates classroom
service
heterogeneou with a gifted setting with
s setting. teacher. The the regular
gifted teacher population.
must have a Instruction
renewable is modified
GaPSC gifted or rather
endorsement. differentiate
The regular d for the
teacher must gifted
meet regularly learners.
with gifted
teacher and
time should be
documented
and approved
using county
provided forms.
 Gifted teacher
is allotted one
period of
planning per
week or its
monthly
equivalent.

In addition to the six delivery models identified above, gifted education

teachers may offer talent development services at some schools in
order to address the needs of high ability learners. The impetus behind
talent development as a program model is to offer instruction to
provide opportunities for all students to learn to think critically and
creatively.

Please review the Power Point titled Talent Development.

After reading the Power Point, respond to the following questions (12
pts.):

What is being done at your school through the Talent Development

service model?

Campbell high school offers the International Baccalaureate Program. We also offer AP
courses, honors course and next year we will implement the MOWR program.

What have you observed and why is this particular model and focus
used?

Campbell high school is the only high school in Cobb County to offer the International
Baccalaureate (IB) program. The IB Diploma Program is an advanced program for
students who want to participate in challenging coursework while providing a global
perspective on people, cultures, history, and events. Campbell currently offers course
in 12 different subjects. There are currently 26 teachers who currently teach IB
courses at Campbell High. Students in this program are eligible to receive the highest
academic requirements for admission to top colleges in the US and abroad.
If your school is not using a Talent Development model, how do all
students have the opportunity to think critically and creatively?

Since Campbell does not offer this program to all students, there are still other
opportunities for students to advance critically and creatively. We do still offer AP
course that are available to all students. If a student does not qualify for Advanced
Content, the parent may sign a waiver to have the student enrolled into a particular
course. Otherwise, our teachers are highly trained and strongly encouraged to
differentiate instruction to meet the needs of the general population as well.

How would you design and/or implement a service model like Talent
Development at your school?

I think the model we have at Campbell High is highly effective and at the moment I do
not believe there is anything I would do to change it. The only thing I feel would
enhance our program is to better prepare the future students of Campbell High so that
they may be prepared to handle the coursework of the advance classes we offer at
Campbell High.