Definitions

Acceleration	Material is presented earlier or at a faster pace than normal, frequently with more challenging materials.
Anchor Activities	These are meaningful activities students do when they have completed an assignment or when they are unsure of how to proceed in an assignment and are waiting until the teacher is available. Anchor activities can generally be done at one’s seat, and they may be general assignments (such as managing a portfolio or reading independently) or related to the current content of a specific class.
Cluster Group Instruction	Susan Winebrenner defines a cluster as “a group of 4-10 identified gifted students who have been assigned to one classroom. The other students in that classroom may be of mixed ability levels.” This differs from tracking, since students are only in the cluster group for those subjects in their area(s) of strength, not for the entire school day.
Compacting	A student demonstrates competence in a particular topic/unit and is given accelerated or enrichment activities rather than repeating what has already been mastered.
Conferencing	A teacher meets with students individually or in small groups to help them set goals and reflect upon their work. Documentation should be made of each conference held.
Contracts	Learning contracts are agreements made between teachers and students that allow students to work independently on either accelerated or enriched materials related to a unit of study. To be effective, it is important that contract goals be realistic and that teachers meet with the students on a regular basis to review their progress.
Differentiated Instruction Robust Differentiation	Robust differentiation is a way of addressing the needs of a range of learners within a setting. Generally, everyone is involved in working on the same concept, but some aspect of instruction is different for one or more students. Instruction can be differentiated through content, process, products, and/or pacing.
Extension Opportunities	Students are involved in activities outside the regular school curriculum. These may include co-curricular activities such as band and chorus, as well as community-based activities such as YPTP (Young People’s Theatre Program) or DI (Destination ImagiNation®).
Flexible grouping	Small groups of students are brought together for instruction in a specific skill. Groups change frequently, based on the needed skills to be addressed.
Guidance	Specialized guidance services are provided to students whose socio-emotional needs can be quite different from those in the general population.
In Class	The Challenge Resource Teacher or the classroom teacher provides instruction in the classroom.
Independent Study	A student works on a self-selected project of interest in an area of passion. Sometimes this is done in conjunction with compacting. This requires close, regular monitoring by a teacher.
Mentorship	A student is paired with an expert in a particular field of study in order for the student to learn about an area of mutual interest. The mentor’s role includes communicating expertise in the field, answering questions, or assisting with a particular project. Mentorships may be done in conjunction with independent study.
Monitoring	Observation is made of a student or students in a classroom setting. The updating of records pertaining to student performance may also be considered monitoring. Information obtained through monitoring should be shared with classroom teachers.
Multiple Intelligences	This is based on Howard Gardner’s idea that there are different ways of perceiving and understanding the world. Everyone exhibits a strength in one or more areas, and instruction can be designed to tap into each student’s strength.
Providing Resources	The Challenge teacher consults with and collaborates with teachers in planning instruction, developing anchor activities or learning centers, and locating and sharing materials and websites.
Small Group	A group of students is brought together for specific instruction or a project. Members may come from one or more classrooms. This group may meet in the classroom or in another room. Membership in the group will vary from project to project. This is not the same as a pull-out program, since work will relate directly to classroom curriculum and will be done instead of, rather than in addition to, other classwork.
Teaching	Direct teaching or co-teaching is conducted by the Challenge Resource Teacher of one or more students in a classroom setting or in a small group setting. Teaching includes the facilitation of learning as well as providing direct instruction.
Tiered Instruction	Lessons are created and implemented to address the needs of students at a variety of instructional levels concurrently. All levels address the same concepts, with different levels of support.

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