Transcript G/T Task Force - Sandy Hill Camp and Retreat Center

The Challenge Program
Gifted and Talented Education in
Cecil County Public Schools
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.
Challenge Program
Vision
The Challenge Program of the Cecil
County Public Schools ensures the
success of students with
exceptional creative and/or
intellectual abilities, promise or
potential.
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.
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.
Position Statement: Instruction
Cecil County Public School
teachers provide instruction
that is adapted or modified to
meet the unique needs of
gifted learners.
Characteristics* of Gifted and
Talented Students Across Cultures
• 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
*typical, but not present in every gifted student
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
Identifying Students Needing
Challenge Services
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
Meeting of the Challenge
Placement Team to
recommend appropriate
services for students
Identify the area(s) of
strength to be addressed
Subject Area:
Math Science
L.A.
Soc. St.
Yes
Does the student
need services
beyond the
differentiated
classroom?
Fine Arts:
Music Drama
Art
Dance
Identify services to
be provided.
Cluster
Grouping
Small Group
Activity
No
Continue flexible grouping
in differentiated
classroom(s).
.
Independent
Study
Extracurricular
Activity
Guidance
Counseling
Mentorship:
• within school
• outside school
Delivery of Services
• Consultation/Collaboration model
• Curriculum adaptations
• Resources and support:
• Materials
• Staffing
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.
Curriculum Adaptations
• Elementary Language Arts
• Elementary Math extensions
• Middle school units for various
subjects
• Collaborative Planning Tool KUDO’s
Resources and Support
• Materials
•
•
•
•
Supplemental materials for Reading
Supplemental materials for Math
Round the Rug Math -- K, 1, 2
Primary Talent-- K, 1, 2
Resources and Support
• Staffing
• School Level
98-99
Elem. MS
3
3
06-07
Elem. MS
6.1
• One County-wide Resource Teacher
3
Resources and Support
• Staffing
• School Level
07-08
Projected
08-09
Elem.
MS
Elem.
MS
6.9
3
8.4
3
• One County-wide Resource Teacher
• One High School IST (STEM Support)
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.
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.
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
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.
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.