1. CHALLENGE PROGRAM Stretching Strengths

2. Mission Statements “Continuous Improvement: Everyone, Every Way, Every Day” Cecil County Public Schools: Our mission is to provide an excellent Pre-Kindergarten through graduation learning experience that enables all students to demonstrate the skills, knowledge, and attitudes required for lifelong learning and productive citizenship in an ever-changing global society. School: Vision Statement Rising Sun Middle School will strive to maximize the full potential of each student by incorporating and utilizing the diverse talents and strengths of our total school community Challenge Program: The mission of the challenge program is to identify students with exceptional creative talents and intellectual abilities and to nurture their unique potential, through the collaboration of all stakeholders.

3. Philosophy The Cecil County Public School system acknowledges that some students have exceptional creative and/or intellectual abilities, promise and potential. The success of these students as independent learners, creative producers and collaborative problem solvers depends upon the development and nurturing of their talents. Each of these students is unique; there is no single gifted student profile. The Challenge Program facilitates appropriate adjustments to content, processes, products and/or pacing, encouraging students to stretch their strengths and develop their talents. A continuum of services is provided, and all staff members work to match the needs of the learners with appropriate educational services. The best practices for gifted students are the best practices for all students.

4. Role of the Challenge Resource Teacher (CRT’s) The Challenge Resource Teachers act as consultants and collaborators, helping classroom teachers plan and teach 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.

5. Challenge Resource Teachers (CRT’s) As an advocate for meeting the academic and affective needs of the gifted and talented students, the Challenge teacher coordinates and monitors the services provided for each student in the Challenge Program by communicating with students, teachers, guidance counselors, administrators, and parents.

6. Focus Areas for CRT’s Support & Collaborate Professional Development Communicating Opportunities to teachers, parents, and students Student Identification and Monitoring

7. Support and Collaborate Includes: Planning Co-teaching Providing resources To support: Robust Differentiation which considers six variables and is concept-driven. Content Process Product Student Readiness Student Interest Student Learning Style

8. Example of a Differentiated Lesson Language Arts Objective: Analyze the characterization of a narrative text Advanced What redeeming qualities does the villain of the story/book exhibit? What is the “shadow side” of the hero character in the book/story? Basic Identify characteristics of the hero and villain and provide examples from the book/story to support your ideas. Summarize what makes each character either a hero or a villain. Accommodated Chart characteristics of a villain and a hero from a story/book.

9. Further Example Example of Differentiation in Instruction Objective: Identify and explain relationships between and among characters, settings and events Advanced Basic Accommodated Content ProcessProduct Students will explain how the characters and events would change if the setting were different. Students will explain how the setting impacts the characters. Students will identify the characters and the setting of the story. Challenge-level reading materials On-level reading materials Below-level reading materials Students will rewrite a scene from the story putting the characters in a different setting. Students will write an explanation about why the author chose that particular setting for the story. Students will write a description of the relationship between the character(s) and the setting.

10. Snapshot of Continuum of Challenge Services Cluster grouping Accelerated math courses 8th grade honors science and LA courses Foreign language Independent study Integrated fine arts program Conferencing Discussion groups: affective domain College tours and other field trips Enrichment opportunities (Destination Imagination®, Lego® League, Chess Club, E-Cybermission, and other contests…) Johns Hopkins Center for Talented Youth programs Maryland Summer Center programs

11. Professional Development CRT’s receive and provide professional development on: Characteristics and needs of gifted learners Robust Differentiation Concept Based Instruction Parallel Curriculum Ascending Intellectual Demand (AID) Use of technology for instruction

12. Communications ICab (Instructional Cabinet) SIT (School Improvement Team) Parent Meetings/ GT Parent Advisory Council Survey Data Record Keeping and Conferencing Team/Department Meetings

13. Student Identification and Monitoring When a student enters middle school a team begins the process of observation and evaluation of the student’s performance to determine whether or not the challenge resource teacher will be monitoring your child’s progress during the school year. The identification process is an ongoing process and students are reevaluated each year.

15. Bright Learners vs. Gifted Learners* Knows the answersAsks the questions Is interestedIs highly curious Is attentiveIs mentally and physically involved Has good ideasPlays with divergent ideas Works hardPlays around, yet tests well Answers the questionsDiscusses in detail, elaborates Top groupBeyond the group Listens with interestShows strong feelings and opinions Learns with easeAlready knows 6-8 repetitions1-2 repetitions for mastery Understands ideasConstructs abstractions Enjoys peersPrefers intellectual peers Grasps the meaningDraws inferences Completes assignmentsInitiates projects Is receptiveIs intense Copies accuratelyCreates a new design Enjoys schoolEnjoys learning Absorbs informationManipulates information TechnicianInventor Good memorizerGood guesser Enjoys straightforward, sequential presentationThrives on complexity Is alertIs keenly observant Is pleased with own learningIs highly self-critical *Typical characteristics, but not found in all gifted learners.Adapted from work by Janice Szabos

16. Parent Resources Brochure and hand outs Website: http://media.ccps.org/challenge/index.htmlhttp://media.ccps.org/challenge/index.html County-wide Challenge Parent Meeting to be held on October 9, 2008 at CCPS offices, 801 Elkton Blvd. Elkton, MD 21921 7:00 - 8:30 p.m. Gifted and Talented Parent Advisory Council (GT PAC) See Challenge website for information or contact Kathy Ann Joseph at kathyann@sandyhillcamp.com Coffee with the Program Facilitator coming in October Challenge Resource Teacher: Lorraine Carcoura lcarcoura@ccps.orglcarcoura@ccps.org Rising Sun Middle and Cherry Hill Middle School

17. Volunteer Opportunities Lego’s League Destination Imagination® E-Cybermission® Chess Club Internet Science and Technology Fair