G&T/Advanced Academic Programs

Multiple Measures of Gifted Traits

Formal identification of giftedness in students begins in third grade; however, teachers and advanced academic specialists embed primary thinking skills (PTS) in lessons and start looking for advanced tendencies in students as early as kindergarten. Identification for gifted & talented (G&T) must encompass multiple measures and is not based on one test score or one area of giftedness. We look at ability measures, academic measures, and affective measures in order to find all students who exhibit gifted traits. 

Cognitive Abilities Test™ (CogAT®)

COMAR dictates that every school system in Maryland universally screen students using an approved assessment by 3rd grade and in middle school; CCPS, like most other school systems in Maryland, uses the CogAT.  The CogAT measures abilities that are most highly correlated with fluid reasoning, problem solving, and school success.  This research-based assessment has three measures: Verbal, Quantitative, and Nonverbal reasoning. Scores are nationally age- and grade-normed in order to compare students to their same age and grade. CogAT scores are valid for three years. 

While there are many cognitive ability assessments, we use the CogAT with all students in 2nd and 6th grades in order to provide every student with an opportunity for identification.  Score reports for each student are then provided to CCPS and parents.  Scores are reported in percentile ranks and stanines for each section and as a summary score.  Below is a comparison of stanines and percentile ranks: 

If your student enrolls in CCPS schools during a grade when universal CogAT testing does not occur, school-based administrators and advanced academic specialists review records of testing from the previous school system and can provide individual ability testing in order to screen. Screening for G&T identification also encompasses additional measures beyond just ability test results.  

Academic Measures

In addition to considering cognitive ability scores for G&T identification, we also review student academic measures of success.  Students are identified with gifted traits in math, reading, or both areas.  Within the scope of academic measures, we examine multiple measures of student academic strengths, including:

• The Reading Inventory (RI) is a research-based, adaptive student assessment that measures reading skills and longitudinal progress. Teachers administer this assessment multiple times each year. The student's test score represents reading ability compared to on-grade level performance standards.
• Maryland Comprehensive Assessment Program (MCAP) assessments mark students' progress towards state college and career readiness standards in grade 3 through high school. Students who achieve a score of "4" on their MCAP assessments will be reviewed for potential G&T identification.
• CCPS curriculum-based assessments, such as CBAs in elementary reading and math benchmarks in elementary and middle school, provide information on how students have mastered on-grade level material. Students who consistently perform well above average on county assessments are identified as highly able learners (HALs) with the potential of giftedness.
• Additional academic measures, such as work samples and grades, may also be considered in the identification process.  There are students who simply do not perform as well on standardized tests; CCPS teachers assess student learning and abilities in their classrooms using alternatives to standardized assessments in order to encompass different learning styles. Reviewing work samples such as projects, writing samples, and other measures allows giftedness to be assessed in other ways.

Affective Measures

Students with gifted traits exhibit different learning and social-emotional behaviors from neurotypical students. Collecting affective data helps capture another aspect of giftedness in the identification process. 

Primary Thinking Skills (PTS) lessons are integrated in kindergarten through 2^nd grade classrooms by both general educators and advanced academic specialists. The purpose of PTS lessons is to expose all students to higher level thinking skills and identify students with strengths in these areas.  During 2nd grade, advanced academic specialists at each school work with the classroom teachers to collect data and work samples related to behaviors associated with giftedness; these characteristics, behaviors, and thought processes are observed and documented.

Teacher Observational Checklists are given to a student’s current teachers so they can document behaviors observed in class that embody the characteristics of gifted learners.  These checklists are specific to reading and math skills as these are the two areas for which we identify CCPS students for for advanced academic instruction. 

Parent Observational Checklists are sent to parents to capture behaviors students exhibit at home that could be characterized as traits of giftedness.  Using observational data from adults who work with the student most frequently on academic endeavors helps to create a full picture of each potentially gifted learner.

Elementary School Referral and Review

     2nd Grade

During the first semester, advanced academic specialists coteach in 2nd grade classrooms to work with general educators to teach primary thinking skills (PTS) lessons.  Educators observe student behaviors and collect data during this time to use during the referral and review process.  2nd grade students take the CogAT test in February/March.

During the 2nd semester, the CCPS office of G&T and Advanced Academics reviews ability data for preliminary identification. Students who score in the 8th or 9th stanine on the CogAT test are identified as possessing traits of giftedness in the corresponding area of reading (verbal score) and/or math (quantitative score). Students who score in the 8th or 9th stanine for the nonverbal section or who score in the 7th stanine for verbal and/or math are identified for further review of academic and affective data. 

A school-based Referral and Review Team (RRT) comprised of the advanced academics specialist, 2nd grade teachers, a school counselor, and a building administrator meet during the 3rd and 4th quarters to review academic and affective data for identification purposes. Local assessments, PTS affective data, and information from teacher and parent behavior checklists are reviewed by the team to identify students using as many data points as possible. Parents are informed of identification for G&T services in a letter from the school's advanced academic specialist in the 4th quarter report card.    

     3rd-5th Grades

Students in elementary school develop at different rates, both physically and cognitively.  Advanced academic specialists work with general educators within the classroom and by pulling out small groups for extension activities throughout the year in 3rd, 4th, and 5th grades.  They work with students who are identified to receive G&T services as well as students who demonstrate high ability or aptitude in specific units of study. Throughout the year, the classroom teacher and advanced academic specialist will track students who are not identified for G&T but who show the sustained need for advanced instruction, gathering academic and affective data.  A student may be included in advanced extension and enrichment activities in their classroom without formal identification if it is appropriate.  Formal identification only occurs after the Referral and Review Team (RRT) convenes during second semester each year.

A school-based RRT comprised of the advanced academics specialist, grade level teachers, a school counselor, and a building administrator meet during the 4th quarter to review academic and affective data for identification purposes. The team will look at local benchmarks, Reading Inventory Scores, MCAP scores, parent and teacher behavioral checklists, and affective data collected throughout the year and through .  If more information is needed for identification purposes, the team may request additional testing or data to determine identification.  Parents are informed of identification for G&T services in a letter from the school's advanced academic specialist in the 4th quarter report card.    

Middle School Referral and Review

     6th Grade

During the first semester of middle school, advanced academic specialists coteach in 6th grade honors ELA and science classrooms to work with general educators in a collaborative teaching model to further differentiate the honors level curriculum for students identified for G&T services and for highly able learners (HALs).  Educators observe student behaviors and collect data during this time to use during the referral and review process.  6th grade students take the CogAT test in February/March.

During the 3rd quarter, the CCPS office of G&T and advanced academics reviews ability data for preliminary identification. Students who were not identified to receive G&T services in elementary school and who score in the 8th or 9th stanine on the CogAT test are identified as possessing traits of giftedness in the corresponding area of reading (verbal score) and/or math (quantitative score). Students who score in the 8th or 9th stanine for the nonverbal section or who score in the 7th stanine for verbal and/or math are identified for further review of academic and affective data. We also review Maryland Comprehensive Assessment Program (MCAP) scores; students who have scored a 5 in ELA and/or math are reviewed for identification in the respective areas.

A school-based Referral and Review Team (RRT) comprised of the advanced academics specialist, 6th grade teachers, a school counselor, and a building administrator meet during the 3rd quarter to review academic and affective data for identification purposes. If observational data from semester one supports evidence of gifted behaviors and traits, teacher and parent behavior checklists are requested for additional data points. Additionally, students who have consistently scored in the top 5% on benchmark assessments, Reading Inventory (RI) assessments, grades, and academic measures are considered for identification.   Parents are informed of G&T identification in a letter from the school's advanced academic specialist at the start of the 4th quarter.    

     7th and 8th Grades

Advanced academic specialists work with general educators in all subject areas to provide curricular support for extension and enrichment activities within the honors classes. When an additional teacher is needed to provide differentiation or extension options for specific lessons, the advanced academic specialists coteaches within the classroom.  Any student, regardless of identification, who shows need for additional academic challenge within a lesson is included in extension activities. Teachers monitor student behaviors, performance, and achievement throughout the year in order to identify any students not previously demonstrating traits of giftedness.

A school-based Referral and Review Team (RRT) comprised of the advanced academics specialist, grade level teachers, a school counselor, and a building administrator meet during the 3rd quarter to review data for G&T identification purposes. The team will look at local benchmarks, Reading Inventory (RI) scores, MCAP scores, parent and teacher behavioral checklists, and affective data collected throughout the year.  If more information is needed for identification purposes, the team may request additional testing or data to determine identification. Parents are informed of G&T identification in a letter from the school advanced academic specialist at the start of the 4th quarter.  

High School Referral and Review

If a student has not been identified as demonstrating traits of giftedness through the referral and review process in elementary or middle school, parents may request a review by the CCPS office of G&T and Advanced Academic Programs.  

Referral and Review Team Decision Appeal

Parent(s)/guardian(s) may appeal a Referral and Review Team's decision not to identify their child for gifted and talented (G&T) services for 30 days after identification notifications have been shared (last day of school year). The appeal should be made in writing to the Supervisor of G&T and Advanced Academic Programs and can be submitted via email or letter.  

You are encouraged to include new information that was not part of the original screening process in the appeal, such as:

• Parent Gifted Behavioral Checklist (if not part of the original screening file)
• Student work samples, which must be examples of work done independently without any assistance, and could include copies of artwork, original stories, projects or performance assessments, not to exceed five items
• Outside testing results conducted at parents' expense, such as an ability, achievement, or aptitude test from a licensed school psychologist or psychologist in a private practice, administered in the last 24 months, or an above-level talent search assessment such as the Johns Hopkins CTY SCAT(School and College Ability Test)
• Additional evidence, such as certificates, awards, reports of participation in extracurricular G&T programs or academic activities, not to exceed five items; no over-sized pages or three-dimensional items should be included (submit photos on 8x10 pages instead)

A CCPS RRT appeal committee will convene to review student data and any new information that was not previously considered. At this time, the student may be identified to participate in gifted/advanced extensions in reading and/or math. Additional data or information may be requested; if data is inconsistent or incomplete, the committee may recommend that the student participate in gifted/advanced instruction in the area of strength on a conditional basis for the purpose of collecting more data. The conditional placement will be communicated to the parent and home school.  The appeal committee's decision will be communicated to parents by July 31st.   

If the parent/guardian agrees with the appeal committee's decision, the process stops.  If the parent/guardian is dissatisfied with the committee's decision, they may appeal in writing to the school level director within ten (10) days of receiving the appeal committee's decision. The school director will then review the appeal and actions taken during the appeal process.  

Request for Reconsideration of G&T Identification

If a parent/guardian requests consideration for G&T identification during the school year, prior to the RRT team meeting during second semester, the home school's advanced academics specialist will work with the student's classroom teacher to monitor academic progress and behaviors, including the student in curricular advanced academic extension and enrichment activities during instruction as appropriate in order to collect data.  Teachers and parents will complete behavioral observation checklists prior to the annual RRT meeting and the student's data will be reviewed at this time. Requests for reconsideration can be made to the school's advanced academic specialist.  

Primary Thinking Skills (PTS)

Primary thinking skills (PTS) lessons are implemented in all 2nd grade classrooms through a collaborative teaching model with advanced academic specialists and classroom teachers.  The lessons utilize elements of Primary Education Thinking Skills (PETS), a program published by Pieces of Learning, and teacher-designed lessons.  The purpose of PTS lessons is to expose all students to higher level thinking skills and to serve as a diagnostic tool for recognizing students who demonstrate strengths in the thinking skills presented. Student behavior and skill data is recorded by educators and then used in the referral and review process beginning at the end of 2nd grade. In 2022, PTS lessons are being developed for pre-K, kindergarten, and 1st grade classes, although the thinking skills isolated in these lessons are embedded in CCPS curricular activities in all grade levels.  PTS focuses on skills such as:

• convergent/divergent thinking
• deductive thinking
• inventive/creative thinking
• analytical/evaluative thinking
• spatial thinking
• problem solving scenarios

Differentiation within Academic Classrooms

Differentiation is a way of thinking about teaching and learning that addresses the particular learning needs of each student based on their readiness, learning preferences, and interests. In the classroom, teachers use varied approaches to curricula, instruction, and assessment to optimize each student’s learning experience. Advanced students are more likely to be challenged when they are provided with differentiated instruction because they receive the instruction, materials, and tasks they need to maximize their learning. Advanced academic specialists work with groups of advanced students within the classroom and through pull out groups to support differentiated learning.

Cluster Grouping

Cluster grouping is a research-informed model for supporting G&T and advanced students.  CCPS students are heterogeneously grouped in our elementary schools; however, within 3rd through 5th grade classes, students with advanced learning needs are grouped together for extensions and enrichment options during learning. Having peers within their classroom who share similar academic, social, and emotional characteristics supports students in collaborating with rigorous content and working to their potential.

Curricular Extensions

Advanced academic specialists work with math and reading resource teachers on curricular teams to continue developing advanced academic extensions for CCPS approved curriculum.  Below are examples of curricular extensions for grades 3-5 in ELA and mathematics.

Check back soon for examples of curricular extensions

for grades 3-5 in ELA and mathematics!

Honors Level Courses

At each middle school, accelerated courses are offered to students who consistently meet on-grade level expectations. Within each course, students use higher level thinking skills and demonstrate independence in learning, creativity in analysis and synthesis of new information, and extensive curiosity in the pursuit of topics and concepts. These accelerated courses differ from academic level courses in at least four ways: rate, depth, breadth, and methodology. In addition, information/professional development on blended learning and differentiation for G&T and highly able students continues to be a system focus for secondary teachers of honors level classes.

Differentiation within Classrooms

Differentiation is a way of thinking about teaching and learning that addresses the particular learning needs of each student based on their readiness, learning preferences, and interests. In the classroom, teachers use varied approaches to curriculum, instruction, and assessment to optimize each student’s learning experience. Advanced students are more likely to be challenged when they are provided with differentiated instruction because they receive the instruction, materials, and tasks they need to maximize their learning. Differentiation can occur through modifying the content selected, the process emphasized, and the product developed. Students identified as receiving G&T support are cluster grouped within honors level classes.  Grouping G&T identified students with other HALs is a research-supported strategy to provide social-emotional support for like-minded learners and curricular extension within the general education environment. Advanced academic specialists collaborate with general educators in middle school to plan differentiated learning; during some units, the advanced academic specialist will work with students in the classroom to provide additional instructional support and grouping options. 

Mathematics in Middle School

Students who accelerate in math or have traits of giftedness in this area will begin 6th grade in honors mathematics. 6th grade honors is a compacted course that covers 6th and 7th grade MSDE College and Career Readiness Standards to prepare students for honors Pre-Algebra in 7th grade. 8th grade students who then take honors Algebra I in middle school will earn high school credit for passing the course. A few students with exceptional mathematical abilities progress more rapidly and or have transferred from other school systems having already mastered the 6th grade content or Algebra courses.  In these cases, CCPS offers options for Geometry and other high school mathematics on a case-by-case basis. 

College Board's Advanced Placement SpringBoard curricula in honors ELA

Students build critical thinking and problem-solving skills through close observation and analysis of texts, evidence-based writing, higher-order questioning, and engaging academic conversation. Beginning in 6th grade, SpringBoard curriculum is integrated into the English Language Arts classroom to support students in developing and refining skills in critical thinking, close reading, writing in various genres, and researching.

Over the course of the program, they read and analyze a wide range of texts in genres including poetry, novels, plays, biographies, nonfiction narratives, speeches, and films. They also learn to write in varied forms including essays, personal narratives, argumentative texts such as editorials, and research papers. Each grade level SpringBoard resource uses complex, grade appropriate texts that allow students to examine an idea from multiple points of view while working with a variety of genres. Students progress from guided reading through collaborative projects to confident, independent work using a provided SpringBoard consumable text and online resources. 

Grade 6

In units built around the theme “Change,” students will:

• Read work by Langston Hughes, John Steinbeck, and Sandra Cisneros.
• Write narrative, explanatory, and argumentative texts.
• Learn strategies for planning, drafting, revising, and editing their own writing.
• Explore the fundamentals of research, including citations and how to evaluate the credibility of sources.
• Deepen their understanding of topics through film and multimedia.

Grade 7

In units built around the theme “Choice,” students will:

• Read work by Nelson Mandela, Robert Frost, Sojourner Truth, and Shakespeare.
• Learn close reading strategies to discover the explicit and implicit content of texts.
• Write in argumentative, explanatory, and narrative modes.
• Examine how ideas are conveyed in film and multimedia.

Grade 8

In units built around the theme “Challenges,” students will:

• Read works by Ray Bradbury and Walt Whitman, an essay about Civil War heroes, narratives about the Holocaust, and Elie Wiesel’s Nobel Prize acceptance speech.
• Learn about the hero archetype and hero’s journey narratives.
• Write narrative, explanatory, argumentative, and other texts.
• Research an issue in current events and then create a multimedia presentation.
• Read scenes from Shakespeare’s A Midsummer Night’s Dream, then watch the scenes on film and analyze how the adaptation differs from the source.Information from  CollegeBoard. (2022). SpringBoard Curriculum and Resources: ELA Grades 6-12. https://springboard.collegeboard.org/ela/curriculum-and-resources/grades-6-12.

G&T Virtual Classrooms

At the beginning of the school year, all middle school students identified to receive G&T services in all eight middle schools are invited to join a grade-level online classroom. Participation is optional and voluntary; these grade-specific remote classrooms are managed and supervised by the middle school advanced academic specialists who provide enrichment and extension activities. Students may engage with these activities independently during FLEX/FOCUS time or at home.  Submitted work will receive feedback from the advanced academic specialists.  Throughout the year, there may be opportunities for virtual discussions or classes in this platform.  

Additional Advanced Academic Opportunities

Spanish I

All middle schools in Carroll County offer students the opportunity to take Spanish I as an elective to earn high school credit.  Some schools offer the course in 8th grade; other schools split the course into Spanish I A, offered in 7th grade and Spanish I B, offered in 8th grade.  These two courses together count as the high school Spanish I class.  Due to limits in class size or course offerings, Spanish I may not be guaranteed for every interested student.

Vocal and Instrumental Music Electives

Students who are gifted musically may elect to participate in chorus, orchestra, or band. These courses have a performance component and require dedication to studying and practicing for performances and county and state competitions. 

Visual Arts Advanced Enrichment Program

Middle school gifted visual arts students have the opportunity to apply for participation in an arts acceleration program for CCPS. Application requires a portfolio review of student work as space is limited; students attend Saturday art classes for five weeks, starting in January; classes are taught by CCPS art teachers with a focus on creating portfolio-quality pieces that are presented in an art show at the end of the course. Information about the VAAE Program and the application process can be found here.  Please reach out to program coordinator, Ms. Jen Girard, with any questions.  

History Day Competition

Middle school students identified as G&T for reading are encouraged to participate in National History Day, which provides an excellent opportunity to develop primary and secondary research skills. History Day is a nationwide program held annually that involves more than half a million students.  Participants choose a historical topic related to each year’s specific theme.  Students develop a thesis, and through analysis of sources, draw conclusions about the significance of their selected topic. Presentations may take the form of a paper, exhibit, performance, documentary, or a web site.

There are two levels (or divisions) of participation. “Junior” is for grades 6 – 8 and “Senior” is grades 9 – 12.  Students can work in groups. The Carroll County History Day and History Expo typically takes place in late February or early March.  Students who finish first or second in their category and division at the county competition move on to the Maryland History Day competition, which typically takes place at the end of April. The students who place at the state competition may move on to the next level and compete at the National History Day, which typically takes place at the end of May or beginning of June. 

For more information visit Carroll County History Day

Robotics Club/Competitions

Middle school students identified as gifted and talented for math are encouraged to participate in the middle school robotics program.  Contact the Advanced Academic Specialist at your child's middle school for information.  

Social-Emotional Needs of Middle School Gifted Learners

Students identified as G&T or highly able learners (HALs) can differ in emotional and social development from neurotypical children.  Advanced academic specialists meet with students when pushing into classrooms and as needed during FLEX/FOCUS time to provide individual support and guidance.  The advanced academics team also provides professional development to general educators, administrators, and school staff regarding the needs of gifted learners and strategies to support them in all aspects of school.  School counselors are also well-equipped with strategies to support the social-emotional needs of our learners. You may contact your child's school counselor at any time with social-emotional concerns or questions.  

Advanced Academic Options

At the high school level, a continuum of advanced academic opportunities are available to G&T identified students and highly able learners (HALs). Students are encouraged to take the most rigorous course of study we offer in their areas of strength: honors courses, Advanced Placement classes, and/or dual enrollment courses. All comprehensive high schools in CCPS offer a variety of courses, career completers, activities, and/or clubs to encourage and continue the development of individual gifts and talents. These opportunities include, but are not limited to, student government, fine arts (music, art, and dance), foreign language clubs, honor societies, and internships within the community. Data is available for school-based leaders and program supervisors to monitor performance of students enrolled in selected courses. The CCPS Program of Studies outlines available honors and AP courses, advanced career completer options, and available Career and Technology advanced academic programs. 

 Advanced Placement Program

Advanced Placement courses are college-level courses. The syllabi for these courses must be approved by the CollegeBoard based on curriculum standards determined by the International Advanced Placement program. The content of the courses is designed to prepare students for an end-of-year assessment in May.  Students who achieve a passing score (3 or above) on the AP exam associated with the course may be eligible for course credit in college.

CCPS Vision for Advanced Placement

The Advanced Placement (AP) Pathway will provide rigorous and relevant college-level coursework while fostering a challenging yet supportive learning environment. Every student will be encouraged to take AP courses in an area of interest. The AP Program will develop college and career skills necessary for success after graduation.

Advanced Placement Course Options

Advanced Placement courses are offered in a variety of content areas: English, mathematics, social studies, science, languages, art, music, and computer science. Many AP courses fulfill Maryland graduation requirements; a full list of offerings is available in the CCPS Program of Studies.

AP Pathways to Success

•Which AP classes and how many to take each year depends on your student

•For students nervous about high school, the level of rigor, balancing lots of commitments: we recommend the 1, 2, 3 model for AP (try taking one course first, two courses the second year, three courses the the third, etc.)

•For G&T identified students and highly able learners, these are our most challenging academic courses– you are ready for this! Consider starting with two AP courses in 9th grade 

•PLAY to your strengths!  Take classes that interest you, you enjoy, and where you are have had success in previous courses in this content

Example of AP Pathway for G&T student or highly able learner:

9th grade:  pick 1- AP Government and/or AP Computer Science Principles

10th grade: pick 2- AP Seminar as English 10, AP US History, AP Human Geography, AP Comp Sci Principles, AP Comp Sci A, or AP Probability & Statistics

11th grade: pick 3- (there are many options; some examples listed below)

•AP Lang & Composition, AP World, AP Psych, AP Seminar, AP European History

•AP Prob & Stat, AP Comp Sci A, AP Art, AP Music

•AP Bio, AP Chemistry, AP Physics, or AP Environmental Science

12th grade: what courses are left to take?

•AP Literature & Composition or AP Research, AP Calculus AB & BC, AP Macro, AP Spanish/French, AP Euro, another science

Balancing Advanced Placement classes with other Opportunities

AP classes are most the most rigorous, highly-weighted courses we offer in CCPS

There are also advanced academic career pathways and completers, such as: Project Lead the Way/Engineering, Biomedical Science, Academy of Finance, Computer programming, and others. Choosing an advanced career completer offers students unique experiences to build their resume for college admission or career goals

•Dual enrollment opportunities are open to students at all CCPS high schools; students may take Carroll Community College courses at their home school or at the CCC campus

•Internship opportunities are open to students in their career completer program during senior year

Advanced Placement Capstone Program

AP Capstone™ is a diploma program based on two year-long AP courses: AP Seminar and AP Research. These courses are designed to complement other AP courses that the AP Capstone student may take.

Instead of teaching specific subject knowledge, AP Seminar and AP Research use an interdisciplinary approach to develop the critical thinking, research, collaboration, time management, and presentation skills students need for college-level work.  Students may choose to take AP Seminar in 10th grade as their 10th grade English graduation requirement. More information about the program is available from CollegeBoard here: AP Capstone How it Works

Students who participate in the AP Capstone courses can earn unique honors at graduation. Students who earn scores of 3 or higher in AP Seminar and AP Research and on four additional AP Exams of their choosing receive the AP Capstone Diploma™. Students who earn scores of 3 or higher in AP Seminar and AP Research, but not on four additional AP Exams receive the AP Seminar and Research Certificate™. 

Qualifying for an AP Capstone™ Award – AP Students | College Board

Advanced academic specialists split their time between two schools, working with general educators to provide aligned, engaging, and rigorous learning extensions of the CCPS curriculum, which is based on Maryland state grade-level College and Career Readiness standards.  These individuals were master classroom teachers before becoming advanced academic specialists and earning MSDE gifted & talented certification through an accredited program. They develop above-grade level learning opportunities for our students through the creation of curricular extensions, collaboration with general educators, and working directly with our G&T and highly able learners in differentiated groups.

Elementary Advanced Academic Specialists

Middle School Advanced Academic Specialists

• Be informed about gifted education and the characteristics of highly able learners (For resources, see below:)
  • NAGC's Common Characteristics of Gifted Individuals 
• Look into membership in following organizations: Maryland Educators of Gifted Students (MEGS), National Association for Gifted Children (NAGC), Center for Exceptional Children (CEC), and Supporting Emotional Needs of the Gifted (SENG)
• Be informed about the unique social-emotional needs of highly able learners (For resources, see below:)
  • Byrdseed's Social Emotional articles 
  • Supporting Emotional Needs of the Gifted 
• Provide enriching experiences relevant to real world settings
• Seek out summer programming through Carroll Community College's Gifted and Talented Program, Johns Hopkins Center for Talented Youth , William & Mary Center for Gifted Education, or other external programs
• Cultivate students' interests and exploration
• Participate in book studies, network with other parents of G&T identified students, join gifted organizations, and take part in parent programs
• Attend CCPS Advanced Academic Parent Nights
• Work with the CCPS Advanced Academic Parent Committee 

Recommended Books for Parents

Recommended Books for Teachers

The links below open websites for organizations and resources useful to parents and educators.  

Advanced Academics is the label Carroll County gives to the program and services for students who need more extended curriculum and rigorous learning experiences than is typically received with on-grade level instruction. The term "gifted and talented" refers to a student who is identified by a professionally qualified individual as performing or having the potential to perform at remarkably high levels of accomplishment when compared with other students in their age group or environment, excelling in specific academic fields.  Advanced Academic programs are designed for students who are identified as gifted and talented (G&T) and also for highly able learners (HALs), who may not have the characteristics of gifted learners but achieve at high levels and demonstrate a sustained need for above grade level learning opportunities.  

Formal identification of students with gifted traits begins with universal screening at the end of 2nd grade; however, teachers and advanced academic specialists embed primary thinking skills in lessons and start looking for advanced tendencies in students as early as kindergarten.   Identification for gifted & talented must encompass multiple measures and is not based on one test score or one area of giftedness. We look at ability measures, academic measures, and affective measures in order to find all students who exhibit gifted traits. School-based Referral and Review Teams examine student data annually to continually identify students who qualify. Students are universally screened for identification again in 6th grade.  As a parent, your input and support are welcomed as we work to maintain an equitable and comprehensive identification process.  See the G&T Identification tab on this site for more information about the process.

Parents/guardians should first speak to their child's classroom teacher(s). Students are not screened for G&T services until the end of 2nd grade.  After speaking with your child's teacher, you may make a request for consideration for G&T identification to your school's Advanced Academics Specialist.  

If the school-based Referral and Review Team determines that data does not currently support G&T identification and that the child's needs are being met in the regular classroom, the student may continue to receive on-grade level instruction and may also be included in advanced academic groups and instruction as their performance/assessment results indicate such extensions are appropriate.

Contacting your child's classroom teacher to ask about progress and aptitude is an important step if you believe that your student should have been identified as G&T but was not.  Parents may appeal the RRT's identification decision if they have additional data or information that supports G&T identification in the areas of math or reading.  Parents can file an appeal to the RRT's decision during quarter 4 of the school year or request that the student be reviewed again if evidence suggests a change in service is appropriate.

All 2nd graders participate in whole group lessons focusing on primary thinking skills to identify gifted traits and higher-level thinking skills for potential advanced academic support in grades 3-5.  

Teachers in all academic classes grades 3-5 provide differentiated instruction to students achieving at high levels. Advanced academic specialists collaborate with classroom teachers in these grades to push into math and English language arts (ELA) classes and/or pull out groups of students for targeted instruction.

Secondary academic classes are leveled, with advanced instruction provided in honors classes for grades 6-8 and both honors and Advanced Placement courses in grades 9-12. Middle school advanced academic specialists push into honors ELA and science classrooms in middle school for collaborative instruction but may also work with social studies and math teachers during specific units of study. 

Carroll County Public Schools has fifteen advanced academic specialists to support all schools.  Each specialist is assigned to support two elementary schools or two middle schools, splitting their time equally between both schools.  Elementary Advanced Academic Specialists spend 2.5 days/week at each of their schools, to serve students and teachers in Kindergarten through 5th grade, primarily working with students directly in  grades 3-5. 

At the secondary level, advanced academic extensions occur naturally in the honors curriculum because classes are leveled and the classroom teachers are content experts, .  Middle School advanced academic specialists split time between their two middle schools based on teacher and curriculum needs within the classroom. 

See the Services tab for more information about supports within elementary, middle, and high schools. 

When you enroll your child in a Carroll County public school, the registrar will request records from the previous school.  If there is documentation that your student was identified by their previous school as G&T in math and/or English language arts (ELA), they will be identified in CCPS as well. If you have a copy of the identification records and bring them when you register your student for enrollment, this step can expedite the identification process. If your previous school did not identify students as gifted and talented but you believe that your student is gifted, let the administrator of your new school know this information.  The administrator will request that the advanced academics specialist monitor your child's transition and performance during their first quarter to first semester in the new school and provisionally include them in advanced academic extensions, if appropriate.  Your student will be evaluated for identification during the annual referral and review process once more data is available, collected, and reviewed.

Students' instructional needs are evaluated by classroom teachers through ongoing assessment throughout the year.  Once a student is identified G&T, they remain identified as such unless a parent requests that this identification change.  Advanced academic instruction occurs within the classroom as part of the instructional model. 

At the elementary level, if a student is struggling in a particular content or unit, or does not perform well on a diagnostic assessment, the classroom teacher and/or advanced academics specialist may communicate with parents that the student needs more structured on-grade level instruction for these curricular standards instead of extension or enrichment. 

At the secondary level, if a student does not take honors or AP level courses and instead enrolls in academic or on-grade level courses, advanced academic extensions will not be consistently available in those classes.  Many students choose to accelerate in strength areas and may have a schedule that combines academic level courses in weak areas with honors or AP level courses in areas of strength.

Advanced academic instruction is based on extensions built onto on-grade level curriculum, planned through collaboration between classroom teachers and advanced academic specialists; therefore, students should not be missing instruction or assessments to receive advanced academic support. Advanced academic activities should take the place of on-grade level assignments. There may be an exception from time to time in elementary school depending on a school's schedule or specially planned activities. However, should you have a concern, contact the teacher for clarification. Ongoing communication between the classroom teacher and the advanced academics specialist is expected.