Gifted Education Program

Promise

We promise to inspire advanced learners to meet social, emotional, and academic challenges so that they can imagine their potential. We will continuously reflect, explore, and advocate for innovative approaches to meet the needs of asynchronously developing children.

Pillars

Inspire advanced learners to create, innovate, and achieve.
Challenge advanced learners through connections and collaborations in our school communities.
Imagine the possibilities of students’ gifts and talents.

The Harford County Public School System is committed to ensuring a quality education for all students. Outstanding talents are present in students from all socio-economic, ethnic, and cultural populations. Gifted learners are a special population of students who have unique academic, social, and emotional needs. When these needs are met, there can be a realization of potential by the individual who, in turn, can contribute to school and to society.

Harford County Public Schools believes that all children will achieve their full potential in instructional environments that respond to their unique needs. We are dedicated to providing a continuum of services that match identified gifted and talented students’ individual needs, strengths, and interests.

In Maryland, the term “gifted and talented” refers to an elementary or secondary student who is identified by professionally qualified individuals as having outstanding talent and performing, or showing the potential for performing, at remarkably high levels of accomplishment (at least two standard deviations or two years above) when compared with other students of a similar age, experience or environment. A gifted and talented student is one who exhibits high performance capability in intellectual, creative, or artistic areas; or excels in specific academic fields (Annotated Code of Maryland §8-201).

Maryland State Department of Education Definition

A gifted and talented student needs different services beyond those normally provided by the regular school program in order to develop the student's potential (Annotated Code of Maryland §8- 203). HCPS seeks to develop programs and services that serve students who are intellectually gifted or excel in specific academic fields. The goal of gifted education in Maryland is to identify and serve gifted and talented students in youth “from all cultural groups, across all economic strata, and in all areas of human endeavor (§8-202).” While the number of gifted and talented students who need a differentiated program will vary, they exist in every school setting.

Maryland COMAR

HCPS adheres to Education Article, §§2-205, 5-401(d), and 8-201–8-204, Annotated Code of Maryland (COMAR) in the identification of intellectually gifted and talented students for services in Mathematics, Reading, Problem-Based Learning, and/or Affective Learning. All students in grades two and six are universally screened using multiple indicators of potential, ability, and achievement from “an annually reviewed Maryland State Department of Education approved list of assessments and checklists” (Annotated Code of Maryland §8-202). Students take many of these assessments annually, beginning in second or third grade. The assessments may include i-Ready Diagnostic, Fountas and Pinnell Benchmark Assessment System (F&P), Reading Inventory (RI), Math Inventory (MI), and Maryland Comprehensive Assessment Program (MCAP). Additionally, in grades two and six, all students take the Cognitive Abilities Test (CogAT). Based on these assessments, Gifted and Talented Identification Committees at each elementary school may request parental permission for students to take additional screening measures, such as the Test of Mathematical Abilities for Gifted Students, 2nd Edition (TOMAGS-2) and the Screening Assessment for Gifted Elementary and Middle School Students, 3rd Edition (SAGES-3).

As part of the initial universal screening process, Gifted and Talented teachers visit every second-grade classroom to teach Primary Talent Development lessons, allowing them to “document early evidence of advanced learning behaviors” (Annotated Code of Maryland §8-202). Collecting data from multiple assessments and noted behaviors during Primary Talent Development lessons, each school’s Gifted and Talented Identification Committee meets in the spring to review each students’ data and eligibility for services.

To adhere to “when compared with other students of a similar age, experience or environment” of Maryland’s definition of Gifted and Talented, each school uses local norms for identifying students for gifted and talented services (Annotated Code of Maryland §8-202). According to Peters, et al. (2021), “Local norms better align with conceptual definitions of gifted in K-12 schools” (p. 95). In other words, local norms allow Gifted and Talented Identification Committees to interpret students’ data within the context of the student population at each school. Furthermore, Peters et al (2021) state, “local norms would result in greatly-approved equity within identified gifted populations” (p. 95), making the gifted population within each school more closely align with that school’s demographics. Parents are encouraged to contact the Gifted and Talented teacher at their child’s school for a review of their student’s data within the context of the school’s criteria for eligibility for gifted education services.

Title 13A STATE BOARD OF EDUCATION Subtitle 04 SPECIFIC SUBJECTS Chapter 07 Gifted and Talented Education, Education Article, §§2-205, 5-401(d), and 8-201 – 8-204, Annotated Code of Maryland (2019).

Peters, S. et al. (2021). Local norms for gifted and talented student identification. Gifted Child Today, 44(2), 93-104.

Characteristics of Gifted and Talented Learners

General Intellectual Ability
Gifted and talented learners with general intellectual ability tend to perform, or show the potential to perform, at remarkably high levels (at least two years above) compared to same age peers in several fields of study. The following are some of the common traits displayed by this group of gifted learners:

Has an extensive and detailed memory, particularly in an area of interest.
Uses precocious language vocabulary that is well advanced for his or her age.
Learns new information rapidly, with very few repetitions.
Asks intelligent questions.
Uses logic, analytical thinking, and reasoning skills.
Understands complex, abstract concepts and ideas.
Has a broad base of knowledge.
Observes relationships and patterns and makes connections easily.
Finds and solves difficult and unusual problems, often in creative or unique ways.
Is highly curious and wants to learn.
Shows a high degree of concentration in an area of interest.
Able to identify important characteristics of new concepts and problems.
Has advanced communication skills for age and is able to express ideas and feelings.
Is reflective about learning.

Specific Academic Fields
In this area, gifted and talented students exhibit high potential or demonstrate remarkable accomplishment (at least two standard deviations or two years above grade level) in one or more specific fields of study. Some example behaviors include the following:

Mathematics/Science

Is interested in numerical analysis.
Has a good memory for storing main features of problems and solutions. The student often skips steps or does not show all of his or her work as a result.
Can reverse steps in the mental process.
Solves problems intuitively and with insight.
Improvises with science equipment and mathematical methods.
Is flexible in solving problems.

Social Studies/Language Arts

Engages in intellectual play, uses puns and has a good sense of humor.
Is original and creative, has unique ideas in writing and/or speaking.
Suspends judgment, entertains alternative points of view.

Source: Johnson, S.K. (2018). Identifying gifted students: A practical guide. Waco, TX: Prufrock Press.

Twelve Traits of Giftedness: A Non-Biased Profile
Source: Adapted from material from the National Research Center on the Gifted and Talented and Mary Ruth Coleman, Ph.D., University of North Carolina.

Identification

In our elementary schools, the school-based Gifted and Talented Identification Committee’s purpose is to identify and match students to the appropriate academic service, to educate the staff, parents, and community on the characteristics of gifted learners, and to monitor the progress and services provided at the school level.

The purpose of identification is to locate those exceptional students who need special programming to reach their potential. The need for special programming depends on the discrepancy between a child’s development and that of his or her classmates (Lohman, 2012). Determining eligibility is a four-step process that includes referral and screening, evaluation, placement, and re-evaluation. The overall responsibility for the identification process lies with each school’s GT Committee, which is led by the GT resource teacher and an administrator.

Referral and Screening
The total population of second graders is considered in the creation of a candidate pool. This begins in grade 2 with universal screening using the Cognitive Abilities Test (CogAT-7). The CogAT measures students’ reasoning and problem-solving abilities in the three areas most linked to academic success in school: Verbal, Quantitative, and Nonverbal. Additional qualitative measures such as behavior rating scales and portfolios may be collected at this stage to cast a wide net. After second grade, students may be referred for screening by parents, teachers, peers, or they may nominate themselves. A parent or guardian may refer their child to the GT Committee for screening by completing a parent nomination form. Parent permission is obtained if any additional standardized assessments are needed. Parents and teachers may be asked to complete a gifted behavior checklist.

Gifted and Talented Screening Checklist for Parents | Gifted and Talented Referral Form

Evaluation
The evaluation stage is designed to analyze the data from the screening stage to determine which students require additional services to reach their potential. The school GT Committee reviews student data and makes a recommendation for services.

Placement
The school GT Committee assigns identified gifted and talented students to the appropriate academic service that matches their specific needs. The GT committee provides parent notification for academic service. Parents may appeal at this stage for academic service.

Appeals Form

Re-Evaluation
The re-evaluation process is conducted annually or as needed by the school GT Committee to reassess the academic service provided to gifted and talented learners. The identification process is based on the student’s current level of performance or aptitude. The academic service that a student receives can change based on his or her needs.

Lohman, D. F. (2012). Decision strategies. In S. L. Hunsaker (Ed.), Identification: The Theory and Practice of Identifying Students for Gifted and Talented Education Services. (p. 217-248). Mansfield Center, CT: Creative Learning Press.

Assessments Used for Identification

Affective Measures

Primary Talent Development (PTD) lessons are integrated in 2nd grade classrooms by both general educators and GT Resource teachers. PTD lessons expose all students to higher-level thinking skills and identify them with strengths in these areas. GT Resource teachers at each school will work with classroom teachers to collect data and work samples related to behaviors associated with giftedness; these characteristics, behaviors, and thought processes are observed and documented.
Slocumb-Payne Teacher Perception Inventory is a scale designed to obtain a teacher’s perception of a student’s characteristics of giftedness.

Ability Measures

Cognitive Abilities Test (CogAT) measures the level and pattern of cognitive development of a student compared to age mates and grade mates. These general reasoning abilities, which start developing at birth and continue through early adulthood, are influenced by experiences gained both in and out of school.
Screening Assessment for Gifted Elementary and Middle School Students, 3rd Edition (SAGES-3) is a norm-referenced test used to identify students who are gifted and/or talented in general intellectual ability and academic aptitude.
Test of Mathematical Abilities for Gifted Students, 2nd Edition (TOMAGS-2) is an easily administered, norm-referenced, assessment tool used to identify, describe, and quantify mathematical deficits in school age children.

Academic Measures

Maryland Comprehensive Assessment Program (MCAP) assessments mark students' progress towards state college and career readiness standards in grade 3 through high school. MSDE suggests that students who achieve a score of "5" on their MCAP assessments be reviewed for G&T identification.
Reading Inventory (RI) is an assessment that measures vocabulary and comprehension proficiency with texts students will encounter both in and out of school.
Math Inventory (MI) is an adaptive, research-based assessment that reliably measures math ability and progress from Kindergarten to Algebra II.
i-Ready Diagnostic is an adaptive assessment that measures reading and main ability in the areas of phonological awareness, vocabulary, comprehension within literature and informational text, number and operations, algebra and algebraic thinking, measurement and data, and geometry.

Continuum of Services

Elementary School

Universal screening for Gifted and Talented (GT) services begins in grade 2.
Math, Reading, and/or Problem-Based, Affective Learning services provided to identified GT students in grades 3-5.
Ongoing referral and screening for GT in grades 3-5.
GT teachers provided to every elementary school.
GT teacher provides co-teaching, pull-out, and/or consultation based on student need.
Classroom teachers provide daily differentiation, enrichment and/or acceleration based on student need.

Middle School

Another universal screening in grade 6 to identify students who were not identified in elementary school.
Students who were identified for GT services in the elementary school are placed into mathematics and ELA classes based on readiness, ability, and achievement.
Students may select World Language and Math (Algebra I, Geometry, Algebra II) courses for high school credit in many schools.
Few students within exceptional education needs may receive additional subject acceleration on a case-by-case basis.
Most schools provide enrichment and intervention time.
Classroom teachers provide daily differentiation, enrichment and/or acceleration based on student need.

High School

Students identified as GT are encouraged to take the most rigorous couses in high school. This includes AP, IB, honors, and advanced course work in music, art, and literacy.
Students with specific aptitudes or affinity are encouraged to attend one of the magnet or signature programs.
Dual Enrollment options are available for high school students to earn college credit.

Acceleration

HCPS supports content and grade level acceleration when appropriate as determined by each school's Student Support Team. To determine eligibility for acceleration, the team will review the student’s current performance data and ability data. Typically, these students are performing four or more years above grade level. HCPS utilizes the research-based Iowa Acceleration Scale to guide the decision based on ability, achievement, developmental, social emotional, and school factors.

Parents if you want to discuss acceleration, please contact your child’s classroom teacher or your school’s Gifted and Talented Resource Teacher. Beginning in the 2024-2025 school year, all acceleration requests must be made between October 1st - April 1st so that the appropriate Student Support Team meetings can occur before the next school year starts.

Acceleration Resources

Parent Resources

Parents and schools are partners. Communication between home and school is essential to your child’s success. You are encouraged to meet with your child’s teacher to ask questions and share insights and concerns.

Resource Links

There are numerous organizations that focus on gifted and talented children and adults. Below is a list of a few of the state and national organizations that support research, advocacy, and/or education of the gifted as well as links to articles and websites for parents of gifted learners.

State and National Organizations

Websites and Articles

Frequently Asked Questions

How are children identified as gifted and talented (GT)?
Universal screening for gifted and talented services begins in the fall of grade 2. Multiple data sources are used to identify students showing the potential for performing, or performing, at remarkably high levels of accomplishment (at least two standard deviations or two years above) when compared with other students of a similar age, experience, or environment. A referral process takes place again in the intermediate grades. Multiple data sources are reviewed for all students, including those who are new to Harford County, by the school GT committee.

Who can I contact if I believe my child is gifted?
Parents should first request a conference with their child’s classroom teacher. All second graders are part of the initial universal screening process. Parents may also refer their child for the screening process after second grade. Referral forms may be requested from the school Gifted and Talented teacher or classroom teacher. A copy may be found under the Identification section.

Once my child has been identified as gifted and talented, will this identification (or services provided) ever be removed?
Services are prescribed to students based on current performance and need. Progress is monitored and reviewed each year. The goal is to match services to specific cognitive and affective needs; therefore, services may change.

Why do some schools have a full-time GT teacher?
Gifted and Talented teachers are assigned to each school based on the school’s total enrollment.

What do the gifted and talented services look like in elementary school?
Schools select the program model that best matches their gifted and talented student population’s needs. At the elementary level, this mainly includes regrouping in content area classes with co-teaching by the Gifted and Talented teacher and classroom teacher using gifted education strategies and resources. Some accelerated students may also work with the classroom teacher and/or Gifted and Talented teacher to compact curriculum and replace it with independent or small group research projects. The Common Core State Standards are the foundation for extensions and enrichment.

Do schools provide gifted and talented services to grade K-2 students?
Eligible Kindergarten and grade 1 students may be provided early entrance or acceleration, which are a Gifted and Talented Service. Additionally, K-2 students receive enrichment opportunities, model lessons in critical thinking skills, and differentiation in the regular classroom. The Gifted and Talented teacher may provide support and/or occasional direct instruction in primary classes to provide all students with experiences in critical and creative problem solving.

How will I know what services my child is receiving?
Parents will receive notification and permission forms if their child qualifies for Reading, Math, and/or Problem-Based / Affective Learning. Services are fluid and flexible, and students may go in and out as their needs change. Parents may consult their child’s classroom or GT teacher to inquire about the GT services their child is receiving.

How can my children be receiving services if the GT teacher does not see them?
Consistent services are most frequently delivered by the classroom teacher with support from the Gifted and Talented teacher. The Gifted and Talented teacher works in a collaborative role in the classroom to support this effort or in a consultative role to meet GT students’ needs.

Are gifted and talented classes reflected on my child’s report card and transcripts for elementary school?
No, there are no grades or separate courses for gifted and talented elementary students.

How does participation in GT classes affect my child’s GPA?
There is not any weighting of grades for elementary GT services. GT is not a curriculum nor separate course. GT education is about modifying content, providing differentiation, enrichment, and acceleration as needed to address both cognitive and affective needs of a special population of exceptional learners.

When moving within Harford County, can I expect my child to receive the same service in the new school?
Students who enroll in HCPS with documentation of receiving gifted education services in a different district or state will also be placed in a similar type of service until the school is able to obtain test data and records. The school GT Identification Committee will review data from the previous school and determine eligibility for the HCPS Gifted and Talented Services. Since definitions of gifted and criteria for eligibility vary across districts and states, there is no guarantee that a child who was identified elsewhere as gifted will meet HCPS eligibility.

How do gifted and talented services change when my child enters middle school?
Academic and achievement data are carefully reviewed by the receiving school when students transition to middle school. Participation in gifted and talented education services at the elementary level is also taken into consideration for placement into the appropriate mathematics classes. A variety of accelerated learning options are provided in each middle school for all students. Students who show aptitude in mathematics are provided an accelerated mathematics path which includes high school Algebra I in seventh grade and high school Geometry class in the eighth grade.

What services are available for my child in high school?
The high school program allows each student to differentiate his or her learning to meet individual needs. Students have many opportunities to excel based on their talents and abilities. The Student Education Planning Guide outlines different career pathways which allow each student to access a plan of study aligned with their needs and goals. These include art, music, drama, and advanced science and math, to name just a few.

There are various honors and Advanced Placement courses available in every high school to present a student with challenge and rigor. Advanced Placement courses are presented at an introductory level of college coursework. Additionally, there are three magnet programs in Harford County with accelerated learning opportunities. These include the Science and Math Academy, the Natural Resources and Agricultural Sciences Program, and the International Baccalaureate Program. There are also several signature programs. For more information on magnet programs, see HCPS Magnet Programs. Finally, there are numerous extra-curricular activities attractive to students with special skills or abilities. Check the High School websites for more information.

Summer Programs and Enrichment Opportunities

*This is for informational purposes only and inclusion on this list does not indicate endorsement.

Army Educational Outreach Program
Gains in the Education of Mathematics and Science (GEMS) – GEMS is a paid summer internship that allows students in grades 5-12 unique hands-on science experiences in real Army laboratories.

Baltimore Museum of Art Free Family Sundays
Every Sunday at 2 p.m., enjoy different activities – sketching tours, hands-on workshops, gallery tours, and more – designed just for families.

Destination Imagination (DI)
An extracurricular activity that encourages teams of learners to have fun, take risks, focus, and frame challenges while incorporating STEM, the arts, and service learning in collaborative problem-solving challenges.

Fun with Foreign Language
Offers Spanish and Mandarin Chinese classes during the school year.

Harford Community College
See the credit and non-credit course listings.

Johns Hopkins Center for Talented Youth Talent Search
Offers online and on-campus courses for advanced learners in grades 2-12.

Maryland Institute College of Art
Offers programs for K-8 students.

National Security Agency’s Gifted and Talented Program STEM for High School students
This program is designed for high school students who have demonstrated an aptitude for Engineering, Math, and Science.

Towson University College for Kids Camp
Summer courses allow children with exceptional intellectual ability to extend their existing fund of knowledge through first-hand experimentation and creative experiences.

University of Maryland Young Scholars Program
The Young Scholars Program invites high school students with exceptional ability and promise to an outstanding pre-college experience at the University of Maryland.

Young Playwrights Inc.
Writers younger than 18 years submit original plays. Finalists attend the Young Playwrights Writers Conference where they work with theater professionals and have the chance to have their play produced Off-Broadway. Tips and workshops are also available.

Youth for Astronomy and Engineering
A program at the Space Telescope Science Institute (STScI) for youth interested in astronomy and engineering as a career.

Glossary of Terms

Acceleration
Acceleration is an academic intervention that moves students through an educational program at a rate faster or at an age that is younger than typical. Acceleration helps match the level, complexity, and pace of the curriculum with the student's readiness and motivation. It is about creating a better match between a student and the level and pace of instruction.

Aptitude
Refers to the degree of readiness to learn and to perform well in a particular situation or domain.

Cluster Grouping
A full-time grouping assignment for highly gifted students in the regular heterogeneous classroom. Typically, four to eight gifted students with similar needs and abilities are “clustered” in the same classroom, which allows one or two teachers per grade level to more efficiently differentiate assignments for a group of advanced learners.

Curriculum Compacting
After showing a level of proficiency in the basic curriculum, a student can be allowed to exchange instructional time for other learning experiences. This reduces the unnecessary repetition for gifted learners who by nature need few or no repetitions of content for mastery.

Differentiation
Modifying curriculum and instruction according to content, pacing, and/or product to meet unique student needs in the classroom.

Early Entrance
Students who enter Kindergarten or grade 1 at an age that is younger than typical.

Enrichment
Activities that add to or go beyond the existing curriculum. Activities may occur in the classroom or in a separate setting. Enrichment lessons and activities are beneficial to all learners, not just those identified as gifted and talented.

Flexible Ability Grouping
Enabling students with advanced abilities and/or performance to be grouped together to receive appropriately challenging content instruction. This type of grouping allows for more appropriate, rapid, and advanced instruction, which matches the developing skills and capabilities of GT students. Ability grouping is not the same as “tracking” because it is flexible and not fixed. Students should be able to move in and out of ability groups as they show need and/or growth.

Grade Acceleration
Shortens the number of years a student remains in the K-12 school system. Student does not remain with same-age peers. Appropriate for the most highly gifted students.

Pre-Assessments
A necessary component of curriculum compacting and efficient differentiation. Students are assessed prior to instruction to determine content they already know so that instruction may then be tailored to their needs and allow them to progress and learn something new.

Subject Acceleration
Provides the student advanced content, skills, and understanding before the typical age or grade level. Students may remain with peers of the same age and grade or may participate with a higher grade level class for particular content area instruction.

Professional References

Davidson, J. (2006). The parenting and education of gifted students. Retrieved from
http://www.davidsongifted.org/db/Articles_id_10399.aspx

Johnson, S.K. (2004). Identifying gifted students: A practical guide. Waco, TX: Prufrock Press.

Lohman, D. F. (2012). Decision strategies. In S. L. Hunsaker (Ed.), Identification: The theory and practice of identifying students for gifted and talented education services. (p. 217-248). Mansfield Center, CT: Creative Learning Press.

Szabos, J. (1989). Bright child, gifted learner. Challenge, 34, 27.

Treffinger, D. J., Young, G.C., Nassab, C.A., & Wittig, C.V. (2004). Enhancing and expanding gifted programs: The Levels of Service approach. Waco, TX: Prufrock Press.

For more information on the student education planning guide, contact:
Supervisor of Innovation and Learning

102 South Hickory Avenue
Bel Air, MD 21014
(410) 809-6127