Led by GT teachers Jacqueline Martin and Kellie Esterby, the program emphasizes hands-on learning, critical thinking, and social-emotional growth. Students in grades 2–6 meet once a week for 150 minutes of dedicated enrichment time, working alongside peers from different grade levels on creative challenges—like building 3D puzzles, designing marble mazes, and competing in Math Olympiads.

“Most of our students are used to getting the answer right away,” said Esterby. “But when something doesn’t come easily, that’s when we teach perseverance. That’s the real work.” Martin adds, “Sometimes it’s the 2nd graders helping the 5th graders—and that’s where the magic happens.”

GT identification begins in 2nd grade, with students formally joining the program immediately after they qualify. Students may be referred through test scores, cognitive assessments, or teacher and parent nominations. “Test scores don’t tell the whole story,” said Martin. “I always remind teachers—trust your gut. If a student stands out, let’s take a closer look.”

The program has become a weekly highlight for many students—and a source of curiosity for their peers. “They see kids walking back from GT with huge smiles, and that curiosity builds momentum,” said Esterby.

Behind the scenes, delivering the program takes creativity and coordination. With just two GT teachers rotating across 10 campuses, ensuring 150 minutes of enrichment time every week takes puzzle-level planning—and a few heavy wagons full of materials. “We walk into different schools each week, adapt to new rooms and schedules, and roll in 100-pound carts with that week’s activities,” Martin said. “It’s a lot of logistics, but getting to work with so many staff and students across the district is one of the best parts of the job.” From navigating different schedules and room setups to adapting lessons on the fly, Martin and Esterby make it all work to ensure students get consistent, meaningful time to grow and explore.

At its core, the program helps students build confidence, creativity, and community. “They don’t need us as much as they need each other,” Martin shared. “GT gives them the space to be challenged—and to realize that struggling is part of learning,” Esterby added.