Kindergarten G/T Curriculum & Services

  • In accordance with Student Assessment standard 2.20 under the Accountability column states, “All kindergarten students are automatically considered for gifted/talented and other advanced level services” (TEA, 2019, page 12).

    Throughout the fall semester, kindergarten teachers use high-level open-ended activities in classroom instruction. While these activities engage all students in learning the activities are also used to determine which students may need gifted services. Assessments and data collection are administered December through
    Student placement into the G/T program for the following academic year will go through the assessment process during the designated time and coded into PEIMS by March 1st.

    Kindergarten students may be served in a multitude of ways. The classroom teacher differentiates instruction so that the curriculum is appropriately challenging to the gifted learner. All kindergarten teachers who have 30 clock hours in gifted education are responsible for ensuring that gifted learners receive differentiated instruction. Students may be regrouped with other gifted kindergarten students for the opportunity to participate in research and group projects.
    To help assist the classroom teacher, campus G/T Facilitators will be working closely with teachers to develop lessons using depth and complexity strategies and higher-order thinking skills.


    PETS™ is a systematized enrichment and diagnostic thinking skills program. Lessons are presented in convergent analysis, divergent synthesis, visual/spatial thinking, and evaluation. The program aligns to the higher levels of Bloom’s Taxonomy.  
    PETS™ helps build behavioral portfolios for talented learners that support a differentiated approach to their education, integrates flexibly into any existing primary curriculum, and offers opportunities for learners with different strengths to shine.
    One way in which differentiated instruction is accomplished is through the integration of depth and complexity principles, theories, and generalizations into the core curriculum. The curriculum is structured around iconic teaching, which means icons or symbols are utilized to represent the different aspects of depth and complexity.
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