KCS GT Update

November 2021

Brynna's GT Experience

The things I like about GT are the challenges and the group I’m in. I get to challenge myself to do harder things and really think about them. My GT group is amazing, they are all very hard workers and very smart people who are great to work with each class. I am very happy that I get to participate in GT and Mrs. Burgard is a great teacher!


Brynna Oberhaus

5th Grade

A.L. Lotts

Parent Questions Answered

Many parents filled out the Google form included in the last newsletter with GT-related questions. This month we are going to answer some of those questions.


What are GT classes?

Gifted and Talented classes are designed to meet each student where they are as we seek to create a SHIFT in student efficacy. Students will participate in complex tasks and practice utilizing a growth mindset. Students will have the opportunity to do this by engaging in various thinking and problem-solving activities. Classes meet once a week for 30-45 minutes.


How do you decide who participates in GT?

The GT Department collects multiple data points to determine student participation in GT. The following are data points that are reviewed:

· Benchmark assessments (focusing on the application pieces)

· Classroom performance

· Gifted Creativity Checklist

· GT Screener (allows students to show not just procedural knowledge but also conceptual understanding)

· Teacher observations

· Grades

· Work habits


Once my child is in GT, will they always be in GT?

GT class participation is fluid and flexible through the elementary years. At times, your child may need different supports to meet them where they are. Your child’s participation will always be based on his/her current needs as a learner.

Please click on the Google Form below to ask any GT-related questions.

Gifted Challenges post

"Beyond intellect: Exploring the social and emotional aspects of giftedness."

Grade Level News

Fifth Grade

We continue to work on the concept of advocacy and how this concept is meaningful for each 5th grader. This month students challenged themselves with a decimal task involving the meeting of two trains. Students had to decide when and where two trains on the same track will meet. A definite exercise in perseverance, logic, and working decimals and distance. Fifth graders then moved to an article about a 4th grader who made his own college (University of TN) tee shirt for College Colors Day at his school. UT learned about the student and his shirt because his teacher stood up for him. The university made the shirt an official UT shirt, gave the student recognition, and awarded the student a 4-year scholarship. An example of how advocacy can make a difference.

Fourth Grade

Fourth graders spent some time with math in November. We explored number relationships to help students build their understanding of the meaning of multiplication. THEN, students helped “Mom” serve a Thanksgiving dinner for a very LARGE family, all members wanting different things. Not wanting to be a short-order cook, “Mom” ordered everything, but we had to help her determine the numbers of orders and cost. A task in looking at numbers in an orderly fashion. We finished up with a lesson on dinner etiquette by having students determine who sat where at the dinner table, why, and what they talked about. One student recorded the response with dialogue among the members at the table.

Third Grade

Fall is the time for pumpkins, so third graders worked through a module based on the book, Pumpkins to help introduce the concept of abstract thinking. Third graders discuss this concept in their reading class, so this module works nicely with the ELA curriculum. We spent time analyzing concrete and abstract thinking and the connections between the two. This is a difficult concept so we spent some time on this module. Then came a math break using logic puzzles and place value to determine the identity of numbers. Nice brain break for third graders who could work together to solve the puzzles.

Second Grade

Second grade GT is going “full blast” this year, with a series of challenging tasks designed to build number sense and conceptual understanding of how numbers work and what they mean. This month, students determined the number of hidden dots in a game called, “Splat,” calculated the cost of the ice cream cone of their dreams, and practiced estimation using clues to determine the number of dice in a glass.