Cecil County Public Schools is committed to INCLUSIVE educational practices using the principles of UDL through DIFFERENTIATED & INDIVIDUALIZED instruction as evidenced by EFFECTIVE PRACTICES in content areas of Content Planning, Instructional Strategies, Classroom Management, and Assessment for Learning.
The Gifted and Talented program is aligned with this philosophy and recognizes that each student is unique and has his/her own individual abilities, promise and potential; hence, there is no single gifted student profile. We believe the characteristics of creative thinkers and gifted learners are evident regardless of race, ethnicity, gender, socioeconomic status, geographic location, primary language and/or disability.
The Gifted and Talented Program provides services that support a student’s learning needs. Specifically, Gifted and Talented teachers at the elementary level work directly with identified students, as well as their own classroom teachers, to implement and plan lessons that challenge students through differentiation of curricula. Serves are provided both in and out of the classroom on a regular basis by both the Gifted and Talented and general education teachers.
Particular attention is paid to extending the depth and complexity of the learning outcomes in developing and adapting units and lessons. The GT Teacher works as an advocate for the academic and affective needs of gifted and talented students and provides services that include independent study, small group instruction, and compacting. Extra-curricular experiences are available and are determined by student needs. In grades 6-8, students are offered accelerated math and English. Beyond grade 8 students are offered Honors and Advanced Placement (AP) courses within their courses of study.
*Ascending Intellectual Demand is a process that provides appropriate challenge and pacing as a child moves through the stages of learning: novice, apprentice, practitioner, and expert. Each stage has different learning characteristics and needs which, when identified, allows the teacher to use assessment data to create responsive instruction.