We believe this about Giftedness

• Giftedness is exceptional intellectual, physical, creative, and/or affective capacity that can be transformed into extraordinary ability.

• Giftedness is domain-specific – it may occur predominantly in one or more domains, such as mathematics, science, the arts, or language – but can be enhanced in all domains.

• Giftedness is best identified and cultivated by means of thorough and multifaceted assessment.

• Giftedness may involve asynchronous development and does not preclude exceptionalities.

• Giftedness is best nurtured by an environment that provides continuous intellectual stimulation and creative engagement within a community of like-minded peers and supportive adults.

We believe this about Learning

• Learning is a critical process to growth and development.

• Learning is integral to a healthy and productive life.

• Learning requires taking risks, challenging one’s ideas and beliefs, and putting forth effort.

• Learning is most effective when it involves the intellectual, social, physical, emotional, and creative domains.

• Learning can be catalyzed by competition but must be measured relative to the self.

We believe this about Teaching Gifted Students

• Curriculum that first emphasizes conceptual understandings and applications facilitates the subsequent successful retention of discrete knowledge and specific skills.

• Assessment that is differentiated and involves ongoing and meaningful feedback facilitates the learning process.

• Learning environments that provide interaction with other gifted students promote intellectual stimulation and healthy socialization.

• Learning experiences that involve challenge, problem-solving, and reflection ensure greater student engagement and intellectual risk-taking.

• The most effective teachers have expertise in gifted education and can differentiate curriculum, assessment, learning environments and learning experiences.