The Challenge Program

1. The Challenge Program Gifted and Talented Education in Cecil County Public Schools

2. Challenge Program Mission The mission of the Challenge program is to identify students with exceptional creative talents and intellectual abilities and to nurture their unique potential, through the collaboration of all stakeholders.

3. Challenge ProgramVision The Challenge Program of the Cecil County Public Schools ensures the success of students with exceptional creative and/or intellectual abilities, promise or potential.

4. Challenge Program Vision(continued) This is accomplished by: • Providing training and assistance to teachers so that they can identify students’ strengths, abilities, promise and potential; • Providing a continuum of services to stretch the strengths of students; • Facilitating appropriate adjustments to content, processes, products, and/or pacing; • Advocating challenges for high ability students so they may develop to their full potential.

5. Position Statement: Curriculum Cecil County Public Schools offers a continuum of differentiated curricular options to facilitate higher level learning goals meeting the needs of gifted learners in grades pre-K to 12.

6. Position Statement: Instruction Cecil County Public School teachers provide instruction that is adapted or modified to meet the unique needs of gifted learners.

7. Early language development Curiosity Good memory Quick learning Large vocabulary Concentration Abstract thinking Ability to see relationships easily Sensitivity Keen sense of justice Mature sense of humor Skill at improvisation, dramatization, and/or storytelling Characteristics* of Gifted and Talented Students Across Cultures *typical, but not present in every gifted student

8. Identification: Gathering Data • Identifying Students' Strengths Form completed for total class groups by: • classroom teachers • special area teachers • Nomination made by: • parent or student • guidance counselor • community member • other person knowledgeable about the student • Additional Data compiled by Challenge Teacher: • standardized test scores • report card grades • portfolio • original product • ELL • handicapping conditions • long-term problem solving (DI, etc.) • JHU Talent Search

9. Identifying Students Needing Challenge Services Meeting of the Challenge Placement Team to recommend appropriate services for students • Identifying Students' Strengths Form completed for total class groups by: • classroom teachers • special area teachers Identify the area(s) of strength to be addressed. • Nomination made by: • parent or student • guidance counselor • community member • other person knowledgeable about the student Subject Area: Math Science L.A. Soc. St. Fine Arts: Music Drama Art Dance Yes Does the student need services beyond the differentiated classroom? Identify services to be provided. • Additional Data compiled by Challenge Teacher: • standardized test scores • report card grades • portfolio • original product • ELL • handicapping conditions • long-term problem solving (DI, etc.) • JHU Talent Search Cluster Grouping Small Group Activity No Independent Study Extra-curricular Activity Guidance Counseling Continue flexible grouping in differentiated classroom(s). • Mentorship: • within school • outside school

10. Delivery of Services • Consultation/Collaboration model • Curriculum adaptations • Resources and support: • Materials • Staffing

11. Consultation/Collaboration Model The Consultation/Collaboration Model is used to deliver both direct and indirect services to students. Collaborative planning between the Challenge teacher and the classroom teacher provides the foundation for delivering differentiated curriculum for gifted learners.

12. Curriculum Adaptations • Elementary Language Arts • Elementary Math extensions • Middle school units for various subjects • Collaborative Planning Tool KUDO’s

13. Resources and Support • Materials • Supplemental materials for Reading • Supplemental materials for Math • Round the Rug Math -- K, 1, 2 • Primary Talent-- K, 1, 2

14. Resources and Support • Staffing • School Level • One County-wide Resource Teacher

15. Resources and Support • Staffing • School Level • One County-wide Resource Teacher • One High School IST (STEM Support)

16. Further Considerations • By increasing the rigor of curriculum and instruction, more students will achieve in the Advanced proficient range. • By increasing Challenge staffing, more time can be devoted to meeting the needs of these students.

17. Staffing Goal Our goal is to eventually have at least a half time Challenge teacher in each elementary building and an additional half time in the high schools to support the Fine Arts.

18. Professional Development Ongoing opportunities for Professional Development for all professional staff must include meeting the needs of gifted students. Some examples: • Online course: Serving Gifted Students in the Classroom • Professional Day: The Parallel Curriculum The Unit Organizer; curriculum extensions • Curriculum Writing • Specialized training for Challenge teachers

19. Maryland State Guidance • State definition of giftedness and regulations have been developed for COMAR. • State GT Advisory Council is examining guidelines for GT Professional Development.

20. Collaboration is difficult because it requires that people come to the table and put aside their agendas and perspectives in order to listen to the ideas of others. It is not a neat process, in fact it is messy, and calls on the best in people to come forward. It is always difficult to work with people when we fundamentally disagree, but indeed, that is what the new work requires of us if we are to become deep problem solvers who will make the most of our resources in order to help all the children we serve.