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CPS Meeting the Needs of Our Advanced

and High Potential ElementarySchool Learners

Parent Information Presentation

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The Mission of GT Education

• To nurture potential in all students.

• To challenge those with advanced learning capabilities through differentiation and responsive instruction.

• To address the needs of gifted and high potential learners across all populations.

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BCPS Board Policy 6401

Every student in Baltimore CountyPublic Schools K–12 who demonstrates high achievement or the potential for high achievement should have access to high quality gifted and talented educational services regardless of that student’s race/ethnicity, gender, socio-economic status, geographic location, primary language, or disability.

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Shift in the Field of Gifted Education

• BCPS’ Office of Gifted and Talented Education is shifting its work to respond to current research and best practices in the field.  

• New research in the field of gifted education prompted the National Association for Gifted Children (NAGC) to redefine giftedness

(see NAGC Position Paper: Redefining Giftedness). 

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Highlights of NAGCs Work Include:

• The development of ability or talent is a lifelong process.

• It may be evident in young children as exceptional performance measures of ability, actual achievement in a subject area, or a rapid rate of learning compared to other students of the same age.

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• Achievement and high levels of motivation in a subject area become the primary characteristics of giftedness as individuals mature from childhood to adolescence.

Highlights of NAGC’s Work Include:

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Did You Know??

Rather, instructional opportunities are tailored to meet the needs of all students, including those with a need for enriched or accelerated learning experiences. It is the placement that is identified as gifted – not the child.

In BCPS…Students are NOT identified as gifted.

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Students Who Have Advanced Learning Capabilities MAY Demonstrate:

Based on the work of Aquirre/Hernandez 1999; Brulles/Winebrenner 2008; Renzulli, Reis, Siegel 2003; Ford 2003

• Creative, inventive, divergent thinking

• Diverse interests

• High energy/verve

• Leadership

• Heightened sensitivity

• Inquisitiveness – May search for significance and meaning

• Verbal proficiency in their native languages

• Motivation

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A school-based GT Referral and Review Team analyzes student data to determine appropriate instruction to meet student needs.

Instructional Recommendations are made on the basis

of the data collected.

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Referral and Review Team

• Administrator• Teachers• School counselor• Facilitator for GT education

Multiple, diverse points of view should be represented on the team.

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How are Students Referred for Review of Their Instructional Needs?

ALL Grade 3 students are considered in the spring of Grade 3. No referrals are necessary.Grades 4–5:• Teacher recommendation• Parent recommendation• Achievement

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CPS • Observations

• Teacher checklists• Reading and Math Parent surveys• Standardized test scores • Student product evaluations• Anecdotal data• Student achievement data (report card

grades).* May change based on the review of identification practices.

Documentation for Review May Include*:

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• Referral and review is an ongoing process, K – 12.

• No single factor determines a student’s placement.

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Curriculum and Instruction

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Differentiated Instruction Includes:

• Content – What is taught and when it is taught• Process or instructional strategies – How

content is taught.• Products – Opportunities to demonstrate and

apply learning• Learning environment –The context for

learning, including the classroom’s atmosphere, organization, and management.

Based on the work of Dr. Joseph Renzulli

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Elementary English/Language Arts

Teachers will use diagnostic data and student observation to determine the most appropriate pathway for each student every 5–7 weeks. Three instructional pathways existfor each unit:• Scaffolding (on grade level with support)• Enrichment • Acceleration.

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• The revised elementary English/ language arts curriculum will allow all students in Grades 1–5 access to enriched and accelerated learning experiences through a responsive instruction model.

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Through ongoing informal and formal assessment, students are flexibly grouped in small, teacher-facilitated instructional groups.

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The Acceleration instructional pathway

(formerly the GT reading curriculum) provides an enriched and accelerated instructional group for those students who have the capability or potential to embrace a rigorous learning experience in language arts.

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Acceleration Group

• Acceleration small-group instruction enriches student learning of grade-level standards by increasing the rigor of the texts read (including texts beyond the enrolled grade level), and increasing the work on drawing inferences and evidence from texts.

• Students analyze sources to develop reading and listening comprehension, and respond in ways that develop their skills in written and oral expression.

• Students will also engage in lessons using above-grade level standards. 

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Acceleration Group

• Students will have ongoing access to an accelerated learning group through a diagnostic pre-assessment task. 

• Students do not have to be identified as “gifted” in order to participate in this curriculum and instruction.

• Conversely, students who are identified “gifted” will not automatically access this accelerated group.

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Elementary Mathematics: 2014 - 2015

• Grades 3–5 teachers will be implementing a Common

Core State Standards (CCSS) – aligned mathematics

curriculum.

• Through the alignment to the CCSS, all students will

be exposed to increased levels of rigor and significant

changes in content standards as compared to the

previous state curriculum.

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Elementary Mathematics: 2014 - 2015

• Those students who are identified for placement in the

Advanced Mathematics program in Grade 4 will receive

instruction from the Grade 4 Mathematics Curriculum

and the new supplement plan for instruction aligned to

the Grade 4 CCSS and about half of the Grade 5 CCSS.

• Those students who are identified for placement in the

Advanced Mathematics program in Grade 5 will use the

Grade 6 (GT5) mathematics curriculum.

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Is a Diagnostic Placement Still an Option for Students?

• A diagnostic placement is when a student receives advanced instruction for no longer than one marking period in order to determine if the placement is appropriate due to inconsistencies in student data.

• Diagnostic placements are no longer needed in English/language arts since all students will have access to Enriched and Accelerated Groups before each unit.

• Diagnostic placements may still occur in mathematics.

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Updates and Information

• The BCPS gifted and talented Web site will be updated frequently throughout the year in order to keep teachers and parents abreast of any shifts in the delivery of curriculum and instruction for our advanced learners.

• Frequent updates will also allow further clarification regarding questions that surface on a consistent basis.

www.bcps.org/offices/gt