Frequently Asked Questions

Gifted Advance Content Model of Instruction

1. Why was the decision made to move from a Pull-out model to the Advanced Content?

Due to low enrollment, Dunwoody ES was required to lose four teachers in grades K, 1, 2, and 3. The teachers asked to leave would be last hired or volunteers. Generally we don’t have volunteers so the teachers leaving our building would be new hires also impacting grade 4. Teachers would be reshuffled to fill the vacancy left by the “last hired” teachers.

The Advanced Content Model allows for any class with gifted students to remain between 19 and 25 students. The funding generated each period by a gifted student is potentially greater than only earning the funding for one pull-out period. Hence, we generate enough money to support a lower class size. Reduced class size benefits ALL students.

2. Will my child, who is gifted, still receive group instruction with other gifted students?

Yes. Teachers will differentiate instruction in each content area. All students who meet the criteria for the differentiation will be grouped together. The differentiated group or activity could include a variety of students. All groupings and activities will occur in the students’ homeroom.

3. What will instruction look like?

Many teachers at DES are already doing the activities and strategies that are defined as effective for gifted students. Many of the activities currently completed in the pull-out classrooms are also being done in the regular classroom.

We will post a monthly newsletter for students in the gifted program that will explain what each grade level is doing to support the content in an enriching and challenging way. Activities are expected to be completed as they fit into the instruction which can be on a daily or weekly basis and/or by unit. Activities will include: Project Based Learning (think of STEM), novel reading and literature circles, journal writing, technology exploration associated with each content, unit projects to extend the content, grouped classroom instruction, tiered assignments, rubric grading, etc.

4. If so many teachers are already doing the activities, why can’t we have both Pull-out and Advanced Content?

Our goal is to reduce the class size so that teachers can more effectively and easily work with groups of students in the classroom. The Pull-out Model has a maximum size of 23 students but only reduces the general education classroom numbers for the one period of the day impacting both gifted and non-gifted students.

By eliminating the pull-out model, we also generate additionally funding for each student. If enough funding is earned, we can begin to explore the possibility of a language teacher or a second art teacher. These additions to our program would be on top of a smaller class size.

5. Will my child, who is gifted, receive an additional work load on top of the classroom requirements?

No. Students are expected to receive more challenging, rigorous instruction which does not equate to “more work.” Think about our STEM activities and how they enhance and enrich our Science. These types of activities are to be done in every content area.

6. Will my child, who is not gifted and needs extra assistance, still receive specialized support?

Yes. We will still have our Early Intervention Program for reading and math. Additionally, we have an RTI Specialist who will support students with interventions to meet their areas of weakness.

7. How will the Advanced Content Model prepare my child instructionally to meet the demands of GA Milestone (accountability testing)?

By fifth grade, students must show proficiency in all content areas. The test which has been in place for two years, is much more demanding and requires children to apply knowledge. Currently, we are not showing the “High Growth” for our gifted students. The pull-out model of instruction has not proven effective, and the students are missing their writing instruction to go to the pull-out class.

With advanced content, students will receive instruction aligned with the GA Milestones throughout the day, and they will have explicit writing instruction every day.

Currently, students in classrooms where teachers are already applying advanced content methodology are out performing students in the pull-out instruction (reading) whether they are gifted or not.

8. What will be the checks and balances to make sure that instruction is provided at a high level?

Grade level teachers will work in pairs to develop content area plans. One of the teachers in each pair will be responsible for the “enrichment” part of the plan. Two Instructional Support Specialists will review the plans weekly to ensure fidelity and they will also meet regularly with teachers to discuss instructional improvements. The Instructional Support Specialists will meet weekly with the administrative team to discuss areas of strength and weakness.

A monthly newsletter will go to the parents of gifted students to communicate the activities and plans that have been in place to meet the needs of the students. Teachers will also be expected to communicate with parents regarding the changes in classroom instruction designed to meet rising instructional expectation.

9. If the benefit of the Advanced Content Model is reduced class size, why are the numbers over 25 in grades 4 and 5?

Since we were in the position of losing several teachers, we are not expected to gain additional teachers to support our recent change; however, we will be able to argue our position going into next year for our classes to not exceed 25 students. It is important to note, though, that all homerooms in our building are currently under the required State guidelines for minimum funding.

10. Will it take two years for a teacher to become certified to teach gifted students?

No. The endorsement course takes one school year. A few teachers are unable to complete the course this year and will begin next August.

11. Are we continuing the Advanced Content Model?

More than likely, we will continue with the model. We will closely monitor the test scores this year to determine the effectiveness of our program.

*More Information can be found here.