Gifted+and+Talented+Program+Overview

The Gifted & Talented Program Mission: The mission of the Gifted & Talented program is to identify students with exceptional creative and intellectual abilities and to nurture their unique potential, through the collaboration of all stakeholders.

The Gifted & Talented Program Philosophy: The Gifted and Talented (GT) program recognizes that each student is unique and has his/her own individual abilities, promise and potential. There is no single gifted student profile. It is the purpose of the GT to nurture the development of productive habits of mind that characterize creative problem-solvers and lifelong learners.

About the Program: The Gifted and Talented (GT) Program provides services that support a student in the further development of identified area(s) of strength and/or talent. Most services are provided in the classroom on a regular basis by classroom teachers. Gifted and Talented Instructional Coaches (GTIC) at the elementary and middle school levels work as consultants and collaborators with classroom teachers to plan and implement lessons that challenge students through differentiation of the curricula. Particular attention is paid to extending the depth and complexity of the learning outcomes in developing and adapting units and lessons. GT Staff Members work as advocates for the academic and affective needs of gifted and talented students. Services such as cluster grouping, independent study, small group instruction, compacting, and extra-curricular experiences are available and are determined by student needs. Beyond grade 8 students are offered Honors and Advanced Placement (AP) courses within their courses of study.

Services for Students with Gifts and Talents: Services are offered primarily in classrooms using differentiated instruction. The Gifted and Talented Instructional Coach, Raymond Keyes, acts as a consultant and collaborator, helping classroom teachers plan for units and lessons that will challenge all students appropriately through differentiation of the curricula. Particular attention is paid to extending the depth and complexity of the learning outcomes in developing and adapting units and lessons. As an advocate for meeting the academic and affective needs of gifted and talented students, Mr. Keyes also coordinates and monitors the services provided for each student showing characteristics of a gifted learner and/or creative thinker by communicating with teachers, guidance counselors, administrators, students, and parents.

 Grouping of Students with Gifts and Talents: Research tells us that grouping gifted students together helps them learn better! The structure that provides optimum grouping practices for all students is cluster grouping. At NEMS and PVMS, we have clusters of approximately 6‐10 gifted students in a given class. Teachers make appropriate modifications to their curriculum for the gifted students, and the gifted and talented students are more likely to move up the scale of ascending intellectual demand when they have like‐minded peers striving with them to reach their full potential. The “cluster” teacher needs to know how to tier lessons, compact the curriculum, and provide enriched, accelerated, and independent study options for gifted students. Cecil County has provided many professional development opportunities for teachers in these areas. The Gifted and Talented Instructional Coach, Mr. Keyes, is available to help teachers with these strategies. For more information about cluster grouping, take a look at this article by two experts in the field of gifted education: @http://www.nagc.org/index.aspx?id=162