GT/HGT Integrated Cluster Model

Gifted and Talented and Highly Gifted & Talented (GT/HGT)

 What does your school do to program for GT students, include academic, social, and emotional needs.

Cory Elementary provides an integrated magnet program for gifted and talented students in Denver Public Schools. An integrated model means that identified  gifted and talented students work alongside students with a broad range of abilities. Cory groups students by strength-area in core instructional pods in order to provide appropriate pacing, challenge, and complexity. Every classroom teacher uses both differentiated tasks and small-group instruction to meet gifted students’ needs. Many of the teachers are already qualified gifted and talented program teachers, while the remaining teachers are in the process of completing DPS’s gifted and talented certification.  Teachers understand the unique social and emotional needs of gifted students. Classroom practices include an emphasis on strong relationships, community building, and the use of mindfulness. Teachers model specific behaviors and coach students individually to meet the affective goals established in their advanced learning plans. 

To provide additional support and differentiation, Cory’s gifted teacher works with students in the classroom and will do some pullout groups on project-based learning and advanced literacy projects.

Explain how your school will use consults, trainings, peer supports for classroom teachers to provide appropriate instruction for GT learners.

Cory is a magnet site for Highly Gifted children (HGT) in grades 1st– 5th. Cory offers the integrated model with HGT students placed in every classroom in the school and an Advanced Learning Plan is written for each identified HGT/GT student. All teachers at Cory participate in ongoing gifted and talented professional development. Many teachers have their GT Endorsement and provide differentiated instruction to all students in their classrooms.  Benefits of this model include:

All Cory students are provided individual educational planning with the integrated HGT model.

The GT teacher will push in to support students and support grade level planning for literacy and math.

Students have a core of peers within each classroom to interact with daily, which is an important aspect of gifted and talented education.

Students are also learning how to move comfortably in the world at large and are not sequestered into special self-contained classrooms.  This is an important effective skill for many HGT youngsters who have exceptional academic and socio-emotional needs but sometimes struggle with socialization skills.

HGT identified students at Cory are afforded the opportunity to have “the elementary school experience” at the same time as their exceptional academic needs are met.

All Cory students at all academic levels and performance levels benefit from the integrated HGT model as differentiated teaching strategies allow each student to be challenged in areas of strength and supported in domains they find to be more difficult. 

Document how your school will engage families of GT learners and support a deeper understanding of GT needs throughout the school and community.

In conjunction with the school’s gifted specialist, teachers obtain input from both parents and students to establish meaningful advanced learning plan goals. Teachers present drafts of the ALPs at fall conferences for additional consultation and approval. 

Cory works collaboratively with parents of gifted learners on CSC because many of the parents on the committee are parents of identified HGT/GT learners at the school. Cory is a magnet HGT site and parents are deeply involved with the strategies and programming being refined yearly, including this year at the school. Parents have input into the model and programming management at Cory. The school also offers additional opportunities for engagement through parent nights (science, art/music, family literacy, etc.); and participation is high.