Gifted and Talented Program
The College Station Independent School District defines a gifted student as one who performs at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment, and who exhibits a high performance capacity for leadership, or excels in a specific academic field. All students enrolled in CSISD have equal access to be identified under this definition. CSISD serves students in the GT program in kindergarten through twelfth grades. For more information about CSISD's gifted and talented program feel free to read the GT Plan.
College Station Independent School District begins formal identification of the gifted/talented program in the second semester each year. Kindergarten students are nominated and screened for GT services to begin no later than March 1 of their kindergarten year. Each spring semester nominations are accepted for students in grades 1-11 for screening for possible placement in the program. If you are interested in nominating a child, nomination forms will be available in the school's front office. Presently, the screening process includes achievement test data, a teacher rating scale, a parent questionnaire and a cognitive abilities test.
The following assessment instruments are used for GT identification in CSISD:
Iowa Test of Basic Skills (ITBS)
Logramos (for Spanish speakers)
Cognitive Abities Test (CogAT)
Teacher Rating Scale
Parent Rating Scale
Who is the Enrichment Specialist at Rock Prairie Elementary?
My name is Suzanne Gallagher and I love my job as the Enrichment Specialist at Rock Prairie Elementary School! I graduated with a Bachelor’s Degree in Education from Pan American University. I have certifications in Early Childhood Education and Gifted Education and have been teaching school for more than 25 years. I began teaching kindergarten in Houston ISD and then moved to Bryan, where I taught kindergarten, third grade, and Gifted and Talented classes. In 2000, I moved to College Station ISD and have been the teaching the GT classes and coordinating the Schoolwide Enrichment Program. This is my ninth year as Enrichment Specialist at Rock Prairie Elementary I am married to Pat and have three sons. My husband and I feel especially blessed to have our sons and their families live right here in College Station! I spend lots of time playing with my grandsons. My email is: firstname.lastname@example.org
What kinds of Enrichment Opportunities exist at Rock Prairie?
Celebrate Learning Through Academic Enrichment! Modeled after the work of Joseph Renzulli, Rock Prairie Elementary follows the Schoolwide Enrichment Model which provides academic enrichment for all students. Schoolwide enrichment is accomplished through three types of activities:
Type I Enrichment
Type I activities are experiences and activities that are purposely designed
to expose all students to a wide variety of disciplines, visual and performing arts, topics, issues, places, events and persons which are not ordinarily a part of the regular curriculum. On occasion, these activities may enhance the regular curriculum being taught in the classroom. Type I activities are meant to stimulate new interest that might lead to more intensive follow-up activities by groups of students or individuals.
Examples of Type I activities include the following:
Lunchbox Guest Speakers-a monthly guest speaker series offered to students in grades 2-4. Children select the speaker of their choice, eat lunch and listen to the presentation. Speakers are invited guests from the community including Texas A&M University. Past guests include doctors, musicians, our state senator, chefs, artists, scientists, home builders, attorneys, photographes and local television personalities.
Schoolwide Assemblies-Students have the opportunity to attend programs presented by professional performers, community organizations, TAMU and others. Previousperformances include Joe Scruggs; musician, Dennis Lee; ventriloquist, Nancy Masters Robinson; author and pilot, Aladdin; by the Windy City Players, Starlab Planetarium and The Magic of Science; both by Mobile Ed Productions.
Type II Enrichment
Type II activities include instructional methods and materials that are specifically designed to promote the development of thinking and feeling processes. General cognitive skills include, deductive/convergent thinking, divergent/inventive thinking, analytical thinking, divergent/creative thinking, visual/spatial perception, and evaluative thinking. The development of how-to-learn skills, such as reading, notetaking, observing, gathering data, formulating questions, outlining and more is included in Type II activities.
Examples of Type II activities include the following:
The PETS Curriculum (Primary Education Thinking Skills)-a systemized enrichment thinking skills program presented to all first and second graders. The program follows the taxonomy outlined by Benjamin Bloom, presentation lessons in analysis, synthesis and evaluation. Students of all ability levels show an interest in and understanding of these different types of thinking. The boys and girls meet "Dudley the Detective,"and "Sybil the Scientist," both of whom are convergent thinkers, "Isabel the Inventor" and "Yolanda the Yarnspinner," divergent thinkers, "Jordan the Judge," an evaluative thinker and "Max the Magician," the visual/spatial perception thinker.
Gifted and Talented Program-Identified students in grades one through four meet weekly in a pull-out program with their peers. Driven by student interests, topics of study vary from year to year ranging from pre-algebra, historic architecture, logic, the Renaissance, Rain Forests, the National Artifact Box Exchange Network, the National Presidential Election and more.
Type III Enrichment
Teachers often see individual students or groups of students highly interested in a specific area of study. Interested third and fourth grade students are recommended by their teachers and groups are formed to foster growth in the area of interest. Students develop a plan for independent research called a Type III project. Children are guided to make decisions about their own learning. As a culminating activity, the student researchers display their work at a Type III Fair in the spring of each year.