Gifted Enrichment

List of 4 items.

• Learning Through Authentic Projects

  Collaborative project-based learning is at the heart of the Horizons experience. Rather than completing isolated enrichment activities, students work toward meaningful outcomes that require them to apply multiple skills over time.

  
  Projects may ask students to conduct research, analyze information and data, consider different perspectives, generate original ideas, solve authentic problems, create products, communicate with an audience, and work as part of a team.

  
  The level of independence intentionally increases from 3rd through 6th Grade. Younger Horizons students receive more modeling, structure, and coaching, while older students are expected to manage increasingly complex responsibilities, make decisions, navigate challenges with their peers, and take greater ownership of their work.

  
  Through these experiences, our goal is not simply to create impressive final products. The deeper work happens along the way as students learn to persevere, receive feedback, revise their thinking, collaborate well, and discover how their God-given abilities can be used with purpose.

• Individualized Growth Through the ISP-G

  Each Horizons student has an Individualized Student Plan for Giftedness (ISP-G) that helps us look intentionally at the whole child.

  
  The ISP-G is developed using input from the student, family, homeroom teacher, and Horizons Learning Specialist, along with assessment information and classroom observations. It captures the student's strengths and interests while also identifying meaningful areas for continued growth.

  
  Goals may focus on areas such as advanced thinking, creativity, communication, collaboration, executive functioning, perseverance, self-awareness, or independent learning.

  
  The ISP-G is not simply a document created at the beginning of the year. Students regularly return to their goals during Horizons days, individual conferences, and check-ins. The Horizons Learning Specialist also collaborates with classroom teachers and families so that we can continue to understand and support each student as a learner.

  
  Through reflections, conversations, work samples, project evidence, and ongoing communication, we are able to celebrate growth while helping students identify what they are ready to work toward next.

• What Horizons Looks Like

  Each grade-level Horizons cohort comes together for one full instructional day each month. This allows students to move beyond a traditional short pull-out period and spend extended, uninterrupted time thinking, creating, collaborating, and problem-solving.

  Horizons days include a consistent rhythm of:

  • Community and Goal-Setting – building relationships, developing self-awareness, and learning social-emotional and executive functioning skills.
  • Project Studio – extended time for collaborative, project-based learning that asks students to research, create, analyze, solve problems, and respond to authentic challenges.
  • Individual and Small-Group Coaching – time to work with the Horizons Learning Specialist on individual goals, challenges, enrichment, and areas of growth.
  • Independent Inquiry – opportunities for students to pursue questions and interests with increasing independence.
  • Reflection – helping students consider what they learned, how they grew, where they struggled, and what their next steps should be.

  Between Horizons days, students also meet individually with the Horizons Learning Specialist for a brief check-in. These conversations provide an opportunity to revisit goals, celebrate growth, work through challenges, and support executive functioning, social-emotional development, and enrichment needs.

• Identifying Students for Horizons

  Central uses a multi-measure identification process, because giftedness cannot be captured by a single test score or one strong testing day.

  
  Students participate in universal screening during 2nd and 4th Grade, with information gathered from multiple measures of reasoning, academic achievement, creativity, and classroom performance. Measures may include the NNAT, NWEA MAP, Torrance Test of Creative Thinking, SIGS teacher ratings, classroom evidence, and additional cognitive assessment when appropriate.

  
  A team of educators reviews the student's overall body of evidence to consider whether the student's learning needs are best served through participation in Horizons. No single assessment independently determines qualification.

  
  Students who demonstrate advanced learning needs but do not qualify for Horizons may still receive differentiation, enrichment, or additional challenge within the classroom. Our goal is always to understand the learner in front of us and provide the level of challenge and support that will help that child continue to grow.