Kindergarten High Potential Program
The Kindergarten High Potential Program is designed to identify and meet the needs of potentially gifted students. This program is designed for kindergarten students who are ahead of their class peers. This program will provide young learners with more challenging creative and critical thinking opportunities.
The first semester of school, the gifted specialists conduct classroom activities to identify the potentially gifted students. Students who qualify will begin classes in February.
Students will participate in eight to ten lessons. The lessons are approximately 50 minutes of contact time. The High Potential Program introduces students to a variety of higher level thinking skills relevant to the child's ability. These skills develop convergent/divergent thinking, encourage creativity, enhance cognitive thinking, and introduce research skills.
REACH Model (Grades 1-6)
The REACH Center was established in 2005 as part of Fox’s dedication to meeting the learning needs of its academically gifted students. The Center supplements the regular school program by providing differentiated educational opportunities for gifted students in grades 1-6.
Students spend one day each week at the Center. A typical day begins approximately at 9:00 a.m. and ends at 1:30 p.m. During their day at the Center, students are involved in several different learning units. The “Major Unit” is a semester long unit in which the students become an expert in one subject area. “Minor Units” are student selected, quarter long course of study. Students will be involved in approximately 2-3 minor units per year. Students will also attend giftedness and reasoning class. This class engages students in higher-level thinking, problem solving skills and affective needs.
Middle School Model (Grades 7-8)
The Challenge Program is available in the middle school as an elective class. This allows more time for gifted students to work together in all areas of the curriculum. Seventh and eighth graders, who are qualified to participate in the district’s gifted program, must choose Challenge for one of their elective courses when registering for classes. Curriculum is based on thematic, multi-disciplinary units which incorporate process learning, creative production, assessment, affective and leadership issues. Students work on research, communication, critical thinking and affective needs.
Initial and continued placement in honors classes at the middle school level for gifted students will be based upon information provided by the classroom teacher, gifted education teacher, parent, and the building administrator. Students will be placed in honors classes in middle school unless parents do not approve of the placement.
According the National Association of Gifted Children (NAGC), gifted education programming must be an integral part of the general education school day (NAGC Standards, 2005). Research indicates that students excel when they learn with like-minded peers, when they are given consistent learning opportunities and when they are allowed to learn and discover in small groups. Having the middle school gifted program one period a day gives our Challenge students daily learning opportunities in Challenge and significantly decreases the disruption and stress that occurs when students are taken from other classes throughout the year. Daily contact time with the gifted specialist will also provide opportunities for the specialist to better meet the student’s cognitive and affective needs.
High School Service Model (Grades 9-12)
The high schools offer a wide selection of honors and advanced placement classes. Students will have the opportunity to participate in these classes as well as enroll in dual credit courses. The middle school gifted teacher and the middle school building principal will notify the high school principal of gifted students entering high school. The high school principal, in coordination with school counselors and with their parents’ permission, will schedule gifted students into these classes. The high school principal will provide oversight for the gifted students by monitoring and evaluating all of their academics and academic opportunities.
These academic opportunities include but are not limited to: development of a four-year high school plan, notification to students of available scholarships and competitions, informing students about special programs for gifted students, administering the Missouri Scholar’ Academy nomination process, provide information about the College Acceleration Program (CAP), assistance in college and career exploration, monitoring students’ progress, and provide opportunities to network with other gifted students.