Curriculum Guidelines

The Cobb County School District supports a differentiated curriculum for students receiving gifted service.  This curriculum provides for a K-12 continuum of cognitive development focused on creative and critical thinking that allows for construction of learning at an appropriate pace.

Elementary School: Elementary students are served through a program called Target, a pull-out resource program for gifted-identified students. Students typically meet one day per week. Target standards focus on both cognitive and affective growth. Gifted students have a full instructional day in Target including classwork and homework.

Advanced content courses offer students the opportunity to participate in curriculum in which the learning moves at a faster pace, explores the content at a deeper level, and encourages more independence. The ALP department works closely with the content area specialist to ensure the advanced content curriculum is appropriate and challenging for all highly-able and gifted learners.

Middle School: Advanced content courses are available in English/language arts, science, social studies, math (math 6/7, math 7/8, and accelerated math 1), foreign language (8th grade only).

High School: Advanced Content courses include Honors, Advanced Placement, IB, gifted electives, and magnet courses.

Differentiation Expectations

Content - Complex and challenging subject matter that:
  • Requires intellectual struggle
  • Utilizes primary documents
  • Integrates research skills and methods
  • Incorporates relevant, real-life learning
  • Integrates interdisciplinary connections
Process - Instructional strategies are designed to:
  • Emphasize higher-order thinking, problem-solving, and communication skills
  • Foster self-initiated and self-directed learning
  • Promote creative application of ideas
  • Model and encourage academic discussion
Product - Gifted student products should demonstrate a developmentally appropriate capacity for:
  • Self-directed learning
  • Meaningful collaboration
  • Effective problem solving of challenging and complex issues
  • Effective communication
  • Social and emotional understanding of self-relative to community, culture, and physical environment
Environment – Altering the physical setting and work conditions to:
  • Change the actual place where students work
  • Alter the level of expectations
  • Allow flexible time and/or
  • Provide opportunities for independent study and in-depth research
  • Provide opportunities for mentorship
Assessment – Gifted learners need various methods and opportunities to document mastery of curriculum such as:
  • Pre/post tests
  • Self assessment through rubrics
  • Creation of goal-based checklists
  • Conferencing, commentary and qualitative feedback