Many gifted students require advanced content and instruction in one or two subject areas. These students may be able to attend class with older students for those subjects. For instance, a third-grade student attends fourth-grade mathematics or language arts. In exceptional cases, students may "grade skip" to a higher level. The decision to potentially skip an entire grade level should consider the student's academic and social readiness and involve the student, family, teachers, administrators, and BOCES gifted coordinator.


Differentiation involves varying content, process, product, or environment within the regular classroom to address differences in readiness and interest. Systematic and thoughtful differentiation nurtures talent and creates opportunities for equitable access. Teachers in South Central BOCES schools are regularly offered professional development to help them improve their differentiation skills.


Districts offer a variety of enrichment activities outside of school time. Gifted students are encouraged to participate in enrichment that matches their interests. Some offerings include: Destination Imagination, Robotics, Knowledge Bowl, Rubik's Cube Club, Bridge Building, and Science Fair.

Affective Programming

In elementary school, understanding giftedness and dealing with intensity/sensitivity are important affective issues. Some schools offer gifted students opportunities to connect with gifted peers around these and other affective issues, while others use school-wide programs or counselors to support affective goals.