The Gifted Education Program provides appropriate instruction for eligible students by delivering effective and innovative strategies beyond the basic curriculum. The program is designed to challenge and empower students to produce quality work and to become productive citizens while protecting and nurturing their unique characteristics.
Michelle R. Martin - Gifted Specialist
Exceptional Student Education Regional Coordinators:
|South: Ana Gomez
|Central: Theresa Padro-Morel
North: Janice Coe
Glades: Amy Brown
Contact for Gifted Endorsement Courses:
Michelle R. Martin
|Gifted Education Brochure (.pdf)
Gifted Handbook (pdf)
Program Eligibility Criteria
Students are eligible for the Gifted Education Program through Plan A if they meet the following criteria:
- A need for the program as demonstrated by evidence of a majority of characteristics of gifted students as scored on a District Checklist; and
- A score of 130 or higher on an individually administered Intelligence Quotient Test.
Students qualify under Plan B if they meet the Eligibility Requirements as outlined in the Gifted Handbook and/or the SP&P, “District Plan B for Underrepresented Populations.” Underrepresented Populations are defined as low socio-economic students that qualify for free or reduced lunch, or defined as English Language Learners (ELL).
If you believe that a student meets the above criteria for Plan A or Plan B eligibility, the parent, guardian, or teacher should contact the Exceptional Student Education (ESE) Coordinator at the home school to refer the child for screening and evaluation. If gifted services are not available at the homeschool, students eligible for the gifted program are transported to the assigned gifted center. Schools serving gifted students are listed on the Feeder Patterns, which are included above in pdf form.
Characteristics of a Gifted Student
Gifted children typically display some, but not all, of the following characteristics:
- Uses an enriched vocabulary
- Asks many thought-provoking questions
- Expresses unusual ideas
- Has a wide range of interests
- Uses complex sentences
- Acts independently
- Displays curiosity
- Possesses leadership qualities
- Functions at a high energy level
- Has long attention span in areas of interest
- Reads at an early age
- Understands the concept of time
- Engages in self-directed activities
- Is sensitive to feelings of others
- Has a keen sense of humor
- Is able to conceptualize
- Learn skills rapidly and without repetition
- Retains and uses information effectively
- Wants to know what makes things “tick”
- Enjoys learning
- Reasons well
- Is a perfectionist
- Prefers older companions or adults
- Has facility with numbers
Elementary gifted students are offered a range of programs from part-time to full-time. These programs, strategically located throughout the district, are provided through the Resource Room Model or The Gifted Center Model. If the home school does not have a Gifted Program, students are transferred to the home school ’s receiving Gifted Center. Students at schools with Part-time Gifted Programs are given the option of remaining at the homeschool or being transferred to the home school’s receiving Gifted Center.
Middle School students may choose appropriate gifted education courses from those available at their home schools. If the home school does not provide gifted services, the students are transferred to the gifted Middle School Center that is geographically closest to their home.
High Schools offer a number of options for high-ability students. Gifted education classes vary among schools. Advanced Placement and Honor Level classes are also available throughout the county. Magnet programs such as International Baccalaureate, Math-Science-Engineering, Pre-Medicine and Allied Health, Pre-Law and Teacher Academy are also available. The rigor of some of these programs presents educational opportunities for the gifted learner.
Instruction of Curriculum
To provide appropriate and challenging educational experiences for
gifted students, differentiation of instruction is implemented.
Differentiation may include:
A qualitatively, differentiated curriculum for gifted students consists of carefully planned, coordinated, learning experiences that meet the specific learning needs of the student. Appropriate differentiation allows for an increase in difficulty and depth in the level of abstraction and complexity of the curriculum, responding to the learner’s needs.
Curriculum compacting is used continually to negate repetition of material already known and understood by the student.
Acceleration is also implemented, on an individual basis, when necessary to meet the needs of a gifted learner.
Characteristics of Gifted Students and Overview of Program
Gifted Endorsement for Teachers
The Florida Department of Education requires fifteen additional semester hours of course credit to add an Endorsement in Gifted Education to a teaching certificate. The five required courses include:
|Nature and Needs of Gifted Students
Curriculum for the Gifted
Theory and Development of Creativity
Special Populations of Gifted Students
Guidance and Counselling of Gifted Students
Parent and Teacher Resources:
Florida Association for the Gifted www.flagifted.org
Florida Gifted Network www.floridagiftednet.org
Duke University News Letter www.dukegiftedletter.com/articles/vol7no3_ev.html
National Association for the Gifted www.nagc.org
Supporting Emotional Needs of Gifted www.sengifted.org