The Huntsville City Schools District Gifted Services provides exceptional students of all races and socio-economic groups educational experiences in which students construct knowledge through active learning and that are rigorous and relevant to students’ interests, abilities, culture, and readiness to learn.
Huntsville City Schools District Gifted Services seeks out students from all racial and socio-economic groups with advanced capabilities, both academic and creative, and facilitates their fullest potential. The State of Alabama defines intellectually gifted children and youth as those who perform or who have demonstrated the potential to perform at high levels in academic or creative fields when compared to other students of their age, experience, or environment. These students require services not ordinarily provided by the regular school program. Children and youth possessing these abilities can be found in all populations, across all economic strata, and in all areas of human endeavor. Students are identified as gifted in a multitude of areas using multiple criteria. We recognize that talents and gifts may manifest in multiple disciplines. Talent areas are best nurtured through facilitating students actively acquiring knowledge and skills in processing information. Deep and complex understanding of the disciplines, social and emotional stability, and critical thinking allow students to become independent, lifelong learners. Gifted and general education teacher collaboration differentiates instruction, continuing the gifted students’ engagement in learning.
GATE logo created by Ridgecrest Elementary Student
- To create a gifted program that serves all students regardless of race or socio-economic status.
- The District will implement a District identification process to ensure students who are eligible for the District’s gifted program receive services on an equitable basis as follows:The District’s process will use reliable and valid instruments for identifying students for the gifted program, including instruments that are sensitive to cultural bias. The screening process will use tests and referrals to guide placement in appropriate services and will be based on student profiles that include a variety of information and data about the students;
- The District will continue conducting Child Find Activities for gifted identification; and
- The District will establish an Identification Committee responsible for reviewing the student data and information for each student in a holistic manner as part of the gifted identification process. The District will appoint 9-10 individuals to the Identification Committee who are diverse in terms of race, geography, and professional role, including teachers, administrators, counselors, and psychologists. Additionally the membership will include someone who knows the child being referred, someone who is certified in gifted education, and someone who is certified in psychometry.
- The District will develop and implement a Talent Development program in each elementary school to serve students in Pre-K through fifth grade. The purpose of the Talent Development program is to develop and to promote the identification of gifted students, particularly Black students who may have faced previous barriers to identification.
- The District will provide all students identified as gifted with equitable access to gifted education resources, including dedicated classroom space, hours of gifted services and educational materials
- To create a program that includes rigor and challenge in content working toward a true continuum of services for high-end learners
- Provide consultative and collaborative services for grades PreK-5.
- Provide pullout services for grades 3-5.
- Establish a written procedure for considering whole grade or subject acceleration.
- Scaffold support to advanced courses for grades 6 and 7-12.
- Scaffold support to International Baccalaureate classes.
- Consult with general education teachers across grade levels concerning meeting the needs of high-end learners in the general education classroom.
- Facilitate student problem-based inquiry and output production beyond that of the regular classroom.
- Demonstrate clear, measurable goals in gifted instruction.
- Develop talent in all students upon entry to and throughout their school years.
- Be responsive to cultural differences.
- Enrich all students through collaborative differentiation.
- To provide ongoing professional development in areas such as:
- Implicit bias awareness;
- Creating curriculum and environments that are culturally responsive;
- Teaching techniques including structuring classroom activities in response to pre-assessment and formative; assessment; and
- Gifted teacher collaboration with general education classroom teachers, both in individual schools to general education teachers and district-wide to both general education and gifted teachers.