Welcome to the Parkers Chapel Gifted and Talented Program Department Website. The Gifted and Talented Program serves students who, through their exceptional abilities, are capable of high performance in a variety of curricular areas.

On this site, you will find information about the GT curriculum, classroom environment, and learning principles. There will also be information about the identification process. If you have any questions, please contact Casey Rapp, the gifted and talented coordinator.

Contact Information:

Amanda Malone

Phone: 862-4641


209 Parkers Chapel Rd

We use our G/T time for:

  • In-depth exploration of ideas and interests

  • Manipulating ideas

  • Solving problems that go beyond the classroom

  • Meeting the individual needs of the student (hands-on learning, acceleration, mastering content)

  • Discovery Learning

  • Using Interests to learn other content such as Math, English and History

The G/T Classroom Environment:

Gifted students learn best in a receptive, nonjudgmental, student-centered environment that encourages inquiry and independence, includes a wide variety of materials, provides some physical movement, is generally complex, and connects the school experience with the greater world. Although all students might appreciate such an environment, for students who are gifted it is essential that the teacher establish a climate that encourages them to question, exercise independence, and use their creativity in order to be all that they can be.

Guiding Principles for the G/T Room

The content of curricula for gifted students should focus on and be organized to include more elaborate, complex, and in-depth study of major ideas, problems, and themes that integrate knowledge within and across systems of thought.

Curricula for gifted students should allow for the development and application of productive thinking skills to enable students to expand existing knowledge and/or generate new knowledge.

Curricula for gifted students should enable them to explore constantly changing knowledge and information and develop the attitude that knowledge is worth pursuing in an open world.

Curricula for gifted students should promote self-initiated and self-directed learning and growth.

Curricula for gifted students should provide for the development of self-understanding and the understanding of one's relationship to persons, societal institutions, nature, and culture.

To achieve higher level thinking skills, creativity, and excellence in performance and products.

Identification Process

The Parkers Chapel School District has a multiple stage identification process. Students are subject to be reviewed upon different areas of interests and capability.

Identification Steps:

1. Nomination by teacher, parent, self, or other interested party.

2. Screening Procedures which will include various criteria:

  • Achievement tests

  • Behavioral ratings

  • School ability tests

  • Creativity assessments

  • Interest inventories

  • Student products

3. Examination of data by a selection committee of professional educators.

4. Notification of selection committee’s decision.

5. Placement in the appropriate curriculum option.

Curriculum Options

The Parkers Chapel School District supports research-based strategies that provide opportunities for optimal learning to ensure that gifted and talented students will perform at levels matching their abilities and maximizing their potential.

The service options for gifted students are:

  • Flexible cluster grouping based on learning needs, readiness, and ability

  • Curriculum compacting (allows student to advance to next learning level when appropriate)

  • Acceleration (by grade or subject when appropriate)

  • Differentiation (adjustment of content, process and product) based on student’s academic need and ability

  • Pull-out classes with instructional specialists during the school day but outside the regular classroom

  • Whole Class enrichment program

  • Affective support (addressing social and emotional needs either for individuals or in groups)

  • Advanced placement for special classes in content areas

  • Concurrent college enrollment.

  • Independent study projects

  • Academic competitions such as Quiz Bowl and Creativity Day.

  • Mentorships

  • ASMS

  • Special GT seminars/classes