Teaching and Learning
Highly Capable
Teaching and Learning
Elementary Curriculum
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Highly Capable
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Edmonds School District

Curriculum
Testing Calendar
Challenge Program
Middle Level Honors
International Baccalaureate
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District Challenge Middle School Task Force
HIGHLY CAPABLE
Curriculum

Our state has four main educational goals for all students. They are:

Goal 1:

Read with comprehension, write with skill, and communicate effectively and responsibly in a variety of ways and settings.

Goal 2:

Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history; geography; arts; and health and fitness.

Goal 3:

Think analytically, logically, creatively, and integrate experience and knowledge to form reasoned judgments and solve problems.

Goal 4:

Understand the importance of work and how performance, effort, and decisions directly affect career and educational opportunities.

Highly Capable learners typically come to the classroom already knowing approximately 80% of the content in a subject area. Therefore, the Highly Capable Program engages learners most frequently through Goals 3 & 4. To be involved in Goal 3, students are given a variety of critical and creative thinking experiences. Involvement in Goal 4 asks students to apply knowledge gained in school and elsewhere, to analyze problems, propose solutions, communicate effectively, coordinate with others, and use tools of the information age workplace.

The guiding principles for offering gifted education services include the following curricular and instructional opportunities directed to the unique needs of the gifted child. These standards are part of the "Gifted Program Standards" developed and published by the National Association for Gifted Children in 2001. Our high school programs use IB and AP standards.

1.
Differentiated curriculum for the gifted learner must span grades pre-K-12.
2.
Regular classroom curricula and instruction must be adapted, modified, or replaced to meet the unique needs of gifted learners.
3.
Instructional pace must be flexible to allow for the accelerated learning of gifted learners as appropriate.
4.
Educational opportunities must be considered for the individual needs of the child.
5.
Learning opportunities for gifted learners must consist of a continuum of differentiated curricular options, instructional approaches, and resource materials.