Gifted & Talented Programs


     VISION - 

    The vision of the Richmond Public Schools’ Programs for Gifted and Talented is to offer a variety of programs and services designed to meet the unique needs of students with exceptional intellectual abilities from Kindergarten through twelfth grade.  Our vision is for all students to be able to 

    • maximize their academic potential,
    • develop skills for self-directed, independent learning, 
    • grow towards successful transition to college and/or the workforce and 
    • build rich and productive lives as individuals and members of the greater community.

    Our goal is to provide opportunities for all students to be enriched towards continuous growth academically, socially and emotionally.  


    The instructional vision of Richmond Public Schools’ Programs for Gifted and Talented is designed to provide a continuum of advanced, challenging learning opportunities and programs for all students to build upon their strengths, passions, and potential to become self-directed learners, creative problem solvers, responsible risk-takers, and meaningful contributors to an ever changing global society. . Early talent development is fostered and nurtured using strategies that embed rich, robust experiences, higher order thinking skills,, and Innovative research based curriculum using an interdisciplinary approach to learning.

     MISSION - 

    The mission of Programs for Gifted and Talented is to empower students to actualize their highest potential by providing a continuum of comprehensiveRPS  services for students whose exceptional aptitudes and skills warrant differentiated opportunities appropriate to their level of their potential and achievement.  Such services fulfill our commitment to deliver a quality education for students who have demonstrated a capacity for rigor and complex intellectual processing.  Through four levels of increasing challenge, Programs for Gifted and Talented are designed to emphasize the importance of pairing services with student needs with flexible entry points. 

     Gifted and talented students are identified in all ethnic, geographic, and socio-economic populations.  Equitable practices including using multiple criteria for identification will be implemented to increase access for students from historically underrepresented populations and enabling them to participate in advanced academic programs.  

     The beliefs that undergird this mission include:

    • All students need to experience instructional opportunities appropriate to their level of potential, interest, and achievement
    • All students have distinct social, emotional and educational needs which require scaffolded instructional opportunities
    • Early identification and educational intervention is essential to develop the full potential of gifted students
    • Gifted students benefit from the opportunity to work with all students and benefit immeasurably from the opportunity to work with each other in an environment which challenges them to attain their personal best.

    PROJECT IMPACT:  Talent Development

    The purpose of Project Impact is to provide lessons and foundational experiences in critical thinking and problem solving for all students in the early primary years general education environment.  Gifted resource teachers model and collaboratively teach lessons designed to expose all students to reasoning skills with different types of verbal, quantitative, and nonverbal questions and prompts.  Metacognition and other habits of mind are infused within the lessons, emphasizing the processes of critical thinking including observation, analysis, interpretation, reflection, evaluation, inference, deductive reasoning, explanation, and decision makingProblem solving involves creativity along with computational thinking, logic and engineering design. 


    Programs for Gifted and Talented seeks to increase the pool of candidates for gifted identification and Project Impact equitably opens up the opportunity for all students to gain access.  A gifted resource teacher in each elementary school provides resources and collaborates with teachers at the Kindergarten meet the needs or students who show early advanced thinking and gifted behaviors.  Foundational experiences in critical and creative thinking to differentiate, extend, and enhance are modeled and supported for one semester in the first and second grade general education classroom.  Through collaboration with classroom teachers, students experience learning opportunities which develop students’ critical and creative thinking skills.