| A | B |
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| ability grouping | When students of a similar ability or achievement level are placed in a class or group based on observed behavior or performance. |
| acceleration | A strategy of progressing through education at rates faster or ages younger than the norm. This can occur through grade skipping or subject acceleration (e.g., a fifth-grade student taking sixth-grade math). |
| achievement tests | Tests designed to measure what students have already learned, mostly in specific content areas. DeKalb utilizes MAP tests three times a year. |
| Advanced Placement (AP) | A program developed by the College Board where high schools offer courses that meet criteria established by institutions of higher education. |
| aptitude | An inclination to excel in the performance of a certain skill. |
| authentic assessment | Evaluating student learning through the use of student portfolios, performance, or observations in place of or in conjunction with more traditional measures of performance such as tests and written assignments. The process allows students to be evaluated using assessments that more closely resemble real-world tasks. |
| cluster grouping | A grouping assignment for gifted students in the regular heterogeneous classroom. Typically, gifted students with similar needs, abilities, or interests are “clustered” in the same classroom, which allows the teacher to more efficiently differentiate assignments for a group of advanced learners rather than just one or two students. |
| creativity | The process of developing new, uncommon, or unique ideas. The federal definition of giftedness identifies creativity as a specific component of giftedness. |
| differentiation | Modifying curriculum and instruction according to content, pacing, and/or product to meet unique student needs in the classroom. |
| flexible grouping | An instructional strategy where students are grouped together to receive appropriately challenging instruction. True flexible grouping permits students to move in and out of various grouping patterns, depending on the course content. Grouping can be determined by ability, size, and/or interest. |
| gifted education student | According to GaDOE, one who demonstrates a high degree of intellectual and/or creative ability(ies), exhibits an exceptionally high degree of motivation, and/or excels in specific academic fields, and who needs special instruction and/or special ancillary services to achieve at levels commensurate with his or her ability(ies). |
| heterogeneous grouping | Grouping students by mixed ability or readiness levels. A heterogeneous classroom is one in which a teacher is expected to meet a broad range of student needs or readiness levels. |
| homogeneous grouping | Grouping students by need, ability, or interest. Although variations between students exist in a homogeneous classroom, the intent of this grouping pattern is to restrict the range of student readiness or needs that a teacher must address. |
| intelligence | The ability to learn, reason, and problem solve. Debate revolves around the nature of intelligence as to whether it is an innate quality or something that is developed as a result of interacting with the environment. Many researchers believe that it is a combination of the two. |
| International Baccalaureate (IB) Program | A demanding pre-university program that students can complete to earn college credit. IB emphasizes critical thinking and understanding of other cultures or points of view. A diploma is awarded at the completion of the IB program, which allows graduates access to universities worldwide. |
| learning styles/learning preferences | Preferred way(s) in which individuals interact or process new information across the three domains of learning identified in the taxonomy of education objectives: cognitive (knowledge), psychomotor (skills), and affective (attitude). An individual’s learning preference/learning style is how he or she learns best. |
| twice-exceptional | A term used to describe a student who is both gifted and disabled. These students may also be referred to as having dual exceptionalities or as being gifted with learning disabilities (GT/LD). This also applies to students who are gifted with ADHD or gifted with autism. |
