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Gifted Program Main Page
Additional Pages:
Acceleration Procedure
Advanced Academic Pathway
Characteristics of Gifted Students
Continuation Policy
Curriculum Goals
Our Philosophy
Procedures for Determining Eligibility
Programming Standards for Meeting the Needs of Gifted & High-Ability Learners
Referral Procedures
Transfer Procedures


Resource Class (K-12)

  • All students must be identified as gifted.
  • Maximum class size: 19 for grades K-5, 23 for grades 6-12.
  • Teacher must have the gifted endorsement.
  • Curriculum must have an academic content foundation, but should focus on interdisciplinary enrichment activities.
  • Content and pacing should be differentiated to the degree that activities are clearly not appropriate for more typical students at that grade level.
  • Limited to ten segments per week.

Advanced Content Class (6-12)

  • Homogeneously grouped on the basis of achievement and interest in specific content area.  May include students who are not identified as gifted, based on locally adopted achievement criteria.
  • Maximum class size: 21 (This applies to total class size, not just those students identified as gifted.)
  • System must develop a description of the course, showing clearly how the content, pacing, process skills emphasis, and expectations of student outcomes differ from the course more typical students at that grade level would take in that content area.
  • Teacher qualifications: (a) Locally developed Honors courses-gifted endorsement; (b) AP or IB courses-(b.1) gifted endorsement or (b.2) College Board/IB training in that specific course plus 10 clock hours of staff development in characteristics of gifted learners at the secondary level and curriculum differentiation for gifted students.

Cluster Grouping (K-12)

  • Identified gifted students placed as a group into an otherwise heterogeneous regular classroom.
  • Regular classroom teacher must have the gifted endorsement.
  • Teacher documents curriculum modifications made for gifted students: (a) separate lesson plans and (b) individual student contracts.
  • Limited to two segments per day.

International Baccalaureate Program (9-12)

The International Baccalaureate Program offers a rigorous, comprehensive approach to learning.  Syllabi and examinations incorporate global perspectives.  The program is based on the concept that the upper secondary level education should encompass a broad range of subjects.  These subjects accommodate diverse student interests and intentions while adhering to the objectives of a cohesive liberal education.  Students will need to meet all requirements for a high school diploma for Douglas County Schools and for the International Baccalaureate Diploma.

The curriculum is designed to provide a broad liberal arts experience for the college bound student.  Each student will become proficient in language and mathematics, the two most important tools of communication and analysis.  The student will study human behavior and the process of educational inquiry.  The educational experience will provide the student with a well-rounded, highly academic course of study, emphasizing the development of the total individual.

Participation in the International Baccalaureate Program begins with preparatory IB courses in the freshman year.  The curriculum in the ninth and tenth grades emphasizes higher levels of thinking and critical analysis.  Successful completion of the course work and examinations at the junior/senior level may earn credit or advanced placement at colleges and universities around the world.


Collaborative Teaching (K-12)

  • Gifted endorsed teacher, regular classroom teacher, and gifted student (when appropriate) collaborate in the development of challenging assignments that substitute for or extend core curriculum objectives.
  • Direct instruction may be provided by the regular classroom teacher when appropriate, but there must be collaborative planning between the content area teacher and the gifted specialist (i.e., one devoted period for every 24 segments of gifted instruction, see Table 1 of the Regulations).
  • Teacher-partners document curriculum modifications through (a) separate lesson plans, (b) time log of collaborative planning, and (c) individual student contracts.

Mentorship/Internship (9-12)

  • Gifted students work with mentors to explore professions of interest.
  • Gifted endorsed teacher supervises mentorship/internship experiences: he/she must be given one full period each day or its weekly equivalent for every 15 students he/she is supervising.
  • Individual student contracts document (a) the work to be done, (b) learning objectives, (c) dates and amount of time the student will be participating in the internship/mentorship, (d) means by which students' learning will be assessed, and (e) responsibilities of the gifted education teacher and mentors.
  • Limited to two segments per day.

Joint Enrollment/Postsecondary Options

  • See PSO Rule.
  • Individual student contract documents (a) reason(s) the student needs a more advanced curriculum than any that could be provided on the high school campus, (b) learning objectives for the gifted student, (c) dates and amount of time (in segments) the student will participate in the joint enrollment arrangement, and (d) means by which the gifted student's learning will be assessed.


The Georgia Department of Education (DOE) encourages the development of innovative programs for gifted students that are accordance with the needs of the community and the philosophy of the district, but do not clearly fit within one of the approved models described above.  Proposals are submitted to the DOE Gifted Program Specialist.

Douglas County School System • 9030 Highway 5, Douglasville, GA 30134 • Phone: (770) 651-2000 Copyright © 2018 Douglas County School System SCHOOLinSITES