Our district defines a gifted student as one who “performs or shows potential for performing at remarkably high levels of accomplishment when compared to others of their age, experience, or environment." We offer whole grade screening for students in first, second, fourth and fifth grade. Those who are identified as gifted participate in a variety of classroom enrichment activities and programs, including SOAR and Project Lead the Way (PLTW). To learn more about identification and services for students who are gifted, view our Gifted Services brochure.
Director of Special Services: Kate Little
Gifted, Testing and Accountability Supervisor: Sarah Schleehauf
Gifted Education Philosophy
The "Principles of Differentiation," presented by the National & State Leadership Training Institute on the Gifted and Talented Curriculum Committee, are designed to assist educators in modifying and developing curricula for gifted learners in the areas of content, process/thinking skills, and product outcomes. They include the following:
- Present content related to broad - based issues, themes, or problems.
- Integrate multiple disciplines into the area of study.
- Present comprehensive, related, mutually reinforcing experiences within an area of study.
- Allow for in-depth learning of a self-selected topic within an area of study.
- Develop independent or self-directed study skills.
- Develop productive, complex, abstract, and/or higher level thinking skills.
- Focus on open-ended tasks.
- Develop research skills and methods.
- Integrate basic skills and higher level thinking skills in the curriculum.
- Encourage the development of products that challenge existing ideas and produce "new" ideas.
- Encourage the development of products that use new techniques, materials, and forms.
- Encourage the development of self-understanding; i.e., recognizing and using one's abilities, becoming self-directed, appreciating likenesses and differences between oneself and others.
- Evaluating student outcomes by using appropriate and specific criteria through self-appraisal, criterion referenced, or standardized instruments.
The Huber Heights City School District Board of Education believes that individual students often require access to advanced curriculum in order to realize their potential contribution to themselves and society. The district recognizes that children who can exceed grade level indicators and benchmarks set forth in the Ohio Learning Standards must be afforded the opportunity and be encouraged to do so. To learn more about the acceleration process and related policies, view our Acceleration Guide.