I will have students in grades 1-4. Students have already been identified, and (theoretically) instruction in the classroom has been differentiated to meet their needs within the classroom up until now. That really hasn't been the case, so far, though - hence the need for having someone focused just on the GT kids. We have identified students every year as academically GT using Naglieri and then another test to narrow the pool - I don't know what test was used, but will find out next week. Despite identifying them, we have never done any sort of pull-out or extracurricular program intended to address the needs of the GT students.
I will have them 3 times a week, but I don't know how long - my best guess at this point is an hour or so each time. So, I'm thinking 3 hours a week, approximately.
There is no budget. Period. (Thankfully, this is not the first time I've faced this problem, so finding resources isn't my biggest challenge.)
More importantly, as Jean asked, there is no coordinator in charge of this. I report directly to my principal, and have been given very little direction in regards to what they want/expect/envision.
Because this is a completely new program, and because differentiation for GT kids really hasn't been taking place in the classrooms, one of my goals for this year is to give the students the skills they need to be able to independently (or with minimal assistance) complete a variety of projects. Using the GT class as a means to teach them how to develop a project idea, research a topic, and create a final product/presentation related to a set theme/unit will (hopefully) mean that mainstream teachers will be able/willing to create a Choice Board in order to facilitate differentiation within the classroom for the GT students.
Part of my reasoning behind this is that I've been told that the we will not having the funding next year to have a GT-only specialist. I have no idea what that means for my own job (which is currently GT as well as a pull-out reading intervention, which will also not be available next year), or what that means for the GT students next year. If I can give them some skills to foster independent research and learning, and teach the teachers that this is the case, then maybe (just maybe), these kids will be challenged in a manner more suited to their abilities in the future, whether or not there is a GT pull-out program. And if I am doing GT next year, then I will adjust it and tweak it then.
Hopefully this all makes sense. (I'm trying to type as my own two children (a 4 yo and a 10 month old) are exploring the volume/sound functions on every toy they received for Christmas - it makes it hard to concentrate!
Thanks so much for all your help - the posts have been very informative so far, and I really appreciate it!