Gifted Program Goals

1. To develop higher levels of thinking.

• Use deductive reasoning and analysis skills in order to solve a variety of logic problems.
• Use models to solve oral and written problems.
• Demonstrate proficiency and be able to apply advanced numeric procedures to draw logical conclusions and give multiple solutions for real-life problems.
• Distinguish between fact and opinion, as expressed by at least three sources, to support or validate conclusions.
• Demonstrate an organizational approach in investigating a problem that includes asking questions, making observations, and recording and interpreting evidence.
• Use at least five appropriate problem-solving strategies to solve a variety of complex mathematical problems.
• Demonstrate the use of higher thought processes.
• Demonstrate proficiency in solving real-life problems.
• Use systematic approaches when solving problems.
• Revise their chosen path when needed based on results.

2. To develop self-directed learning skills.

• Use a systematic approach for locating and using information from a variety of reference materials such as parts of a book (e.g., tables of contents, glossary, index, title page).
• Use a systematic approach for locating and using information from a variety of reference materials such as library reference materials (e.g., atlas, encyclopedia, card catalog, thesaurus).
• Demonstrate appropriate goal-setting skills to improve academic achievement.
• Analyze and synthesize information, concepts, and ideas obtained from multiple sources and communicate results in a unique way such as designing a better model or creating a simulation.
• Demonstrate the ability to reconceptualize or challenge existing knowledge, theories, or ideas and/or generate new knowledge or ideas.
• Develop coping skills to effectively deal with change.
• Demonstrate time management skills to improve academic achievement.
• Demonstrate self-monitoring skills to improve academic achievement.
• Set realistic goals and objectives.
• Accept the fact that all individuals experience failure.

3. To develop a positive self-concept.
The student will:

• pose speculative questions and pursue hunches.
• question relationships and interpretations.
• risk criticism in support of his or her own beliefs and ideas.
• predict consequences of taking a risk.
• demonstrate personal growth in self-awareness, decision making, and coping behaviors.
• appreciate one's own special talents and abilities.
• set standards and goals appropriate for one's ability level.
• recognize how sex-role stereotyping can affect the decision-making process.
• determine positive aspects of a mistake or failure.
• attempt tasks at which failure previously has been experienced.

4. To develop positive interpersonal relationships.
The student will:

• demonstrate the ability to state and support personal points of view, even when opinions are contrary to the accepted ideas expressed by others.
• appreciate the differences between individuals within a diverse group by respecting their ideas and feelings.
• respond receptively and critically to the ideas of others.
• accept differences by respecting the ideas and feelings of individuals within a diverse group.
• demonstrate greater awareness and understanding of self and others through participation in programs and projects that emphasize service to others.
• work cooperatively with peers from a variety of cultures and ability levels, recognizing and respecting individual talents, strengths, learning, and work styles.
• organize cooperative groups based on individual talents and strengths to solve problems or complete a project.
• demonstrate responsible leadership and teamwork within a work group.
• demonstrate effective group discussion skills.
• listen to understand the thinking of others and respond appropriately to share points of view.

5. To develop creative thinking and expression.
The student will:

• use thinking tools to define a problem, evaluate alternatives, develop a plan of action, and adjust the plans in response to a continual evaluation of progress.
• demonstrate the ability to complete scientific investigations using the scientific method.
• generate, classify, and evaluate ideas, objects, and/or events in unique or new ways in order to construct original projects that illustrate solutions to real-life problems or concerns.
• generate a quantity of ideas, responses, solutions, or questions (fluency)
• produce ideas, responses, solutions, or questions in a variety of categories (flexibility)
• think of novel, unique, or unusual responses (originality)
• modify or expand upon an idea by adding detail (elaboration)
• edit and refine information, concepts, and ideas to be reported individually and in groups using appropriate form, emphasis, usage, spelling, and punctuation to ensure a quality product
• use creative forms of oral expression to retell stories, role play, engage in choral speaking, and read poetry
• examine alternative and compare risks or consequences

The student's parent will identify two goals to focus on for the course of the Educational Plan.