"Building a Foundation for Lifelong Learning"
Frequently Asked Questions
| Who is responsible for the Challenge Program in Cecil County? | The Program Facilitator for Gifted and Talented Education is responsible for the program. |
| How does the district identify a gifted student? | Click here to see a flow chart for the identification process. |
How are services for students determined? |
There is a Placement Committee at each school, including the Challenge Resource Teacher (CRT), classroom teachers, and an administrator who help make decisions as to the most appropriate services for students in order to stretch their strengths. This process should be revisited throughout the year. |
How are students receiving services in the regular classroom? |
Classroom teachers and the Challenge Resource Teacher provide services in the classroom through flexible grouping and differentiated instruction. |
What services are available? |
A range of services for gifted students includes differentiated instruction, cluster grouping, small group work, independent study, guidance services, and extra-curricular activities such as DI. Programs for high-end learners at the high school level include Honors and Advanced Placement courses and dual enrollment, as well as arts courses for gifted students, including Visual Communication, Dance, Theatre, and Band.
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How does the Challenge Resource Teacher collaborate with regular teachers? |
Challenge Resource Teachers collaborate in planning and in teaching students, in formal and informal settings. |
What happens when gifted students get to middle school? |
There is a half-time Challenge Resource Teacher at every middle school. This person acts as a consultant for classroom teachers and an advocate for gifted students in the school. A variety of services is provided, similar to those in elementary schools. Classroom teachers and Challenge Resource Teachers deliver differentiated instruction services within the regular classroom. Challenge Resource Teachers also schedule regular conferences with students to monitor their progress and needs. |
What is available for gifted students at the high school level? |
Honors and Advanced Placement courses, along with dual enrollment, G/T Drama, and extra-curricular activities, have been meeting the needs of most gifted students at the high school level. |
Will my child do more work, and if so, what kind? |
Differentiation does not mean that the advanced students get more work to do. Instead, their work should be more complex, requiring insightful thinking. |
How does the Challenge curriculum add to the regular curriculum? |
There is no separate Challenge curriculum. Regular curriculum is modified, as needed, to meet the needs of students. This is a qualitative, not a quantitative difference. |
My student is a straight A student; why isn't (s)he in the Challenge Program? |
Grades are one of the least reliable indicators of giftedness. Click here to refer to the sheet comparing bright students with gifted students. |
Does the program have a resource center for teachers and parents? |
Some individual schools have resources for parents to borrow. Teacher resources are available from Challenge Resource Teachers and/or Central Media Services. |
How are assignments chosen? |
Assignments, for the most part, are an extension of classroom activities, with more depth and complexity. Student-driven independent study should always be an option. |
What support is expected on the home front? |
Ask your child questions about assignments provided in class. Does everyone have the same assignment? What differences are there? Are choices available? Do students have a chance to show what they already know? Also, conference with the classroom teacher and Challenge Resource Teacher in person or by e-mail. |
Is there consistency in the program from school to school? |
We are working toward consistency among schools, but some differences will exist due to differences in students, staff, and schedules. |