Gifted and Talented Program

Charlotte-Mecklenburg Schools

Academically or intellectually gifted students

Welcome to the gifted and talented workshop By Marta Wolfe


Today we are going to learn:



  • Characteristics of gifted and talented learners
  • Testing of gifted and talented learners, including planned assessments to monitor student learning
  • Services for gifted and talented learners, including LRE
  • Accommodations used for gifted and talented learners to deepen knowledge and skills

Characteristics of gifted and talented learners

  • According to Cms 2016 Plan For Gifted Education.pdf (2016),"Charlotte-Mecklenburg Schools Vision for local AIG program: Students who are gifted and students who have high academic potential require purposeful and intentional support to ensure that their unique needs are recognized, developed, and served. The vision of the Talent Development and Advanced Studies program is for students from all cultural and socioeconomic backgrounds who are gifted or have high academic potential to have a rigorous and relevant educational experience."
  • Unusual alertness, even in infancy
  • Rapid learner; puts thoughts together quickly
  • Excellent memory
  • Unusually large vocabulary and complex sentence structure for age
  • Advanced comprehension of word nuances, metaphors and abstract ideas
  • Enjoys solving problems, especially with numbers and puzzles
  • Often self-taught reading and writing skills as preschooler
  • Deep, intense feelings and reactions
  • Highly sensitive
  • Thinking is abstract, complex, logical, and insightful
  • Idealism and sense of justice at early age
  • Concern with social and political issues and injustices
  • Longer attention span and intense concentration
  • Preoccupied with own thoughts—daydreamer
  • Learn basic skills quickly and with little practice
  • Asks probing questions
  • Wide range of interests (or extreme focus in one area)
  • Highly developed curiosity
  • Interest in experimenting and doing things differently
  • Puts idea or things together that are not typical
  • Keen and/or unusual sense of humor
  • Desire to organize people/things through games or complex schemas
Vivid imaginations (and imaginary playmates when in preschool) ("National Association For Gifted Children", 2007).

Testing of gifted and talented learners, including planned assessments to monitor student learning


According to Cms 2016 Plan For Gifted Education.pdf (2016), "Employs multiple criteria for AIG student identification, including measures that reveal student aptitude, student achievement, or potential to achieve in order to develop a comprehensive profile for each student. These measures include both non-traditional and traditional standardized measures that are based current theory and research."

  • Identification in BOTH AIG Reading and AIG Math
  • KINDERGARTEN AND FIRST GRADE- Students in kindergarten and first grade can be identified if test scores are available.
  • SECOND GRADE- All second grade students who are educated primarily in a CMS general education classroom are screened with a nationally-normed aptitude test and the Gifted Rating Scales.
  • Identification as AIG in BOTH Reading and Math will be determined using the Talent Development Identification Rubric where an overall score of 12 must be accumulated. Second grade students can accumulate rubric points on a CMS administered nationally-normed aptitude test, a CMS administered nationally-normed achievement test, the Gifted Rating Scales, or a CMS portfolio assessment. The portfolio and Gifted Rating Scale assessments are available for only CMS second grade students.
  • - Students who score 87% or higher on the nationally-normed aptitude test are eligible for further screening using a nationally-normed achievement test if fewer than twelve points are acquired on the Talent Development Identification Rubric with the initial aptitude test and Gifted Rating Scale results. - Students are eligible for a portfolio assessment if they have achieved 3 t-scores of 65 or higher in three areas on the Gifted Rating Scale OR have achieved between 92-95% age-percentile composite score on the CMS administered aptitude test and have not accumulated the required 12 points on the Talent Development Identification Rubric for AIG certification in BOTH Reading and Math.
  • SECOND-TWELFTH GRADE- If a student's battery of assessment results do not result in AIG identification in BOTH Reading and Math using the Talent Development Identification Rubric, students are eligible to identify AIG in ONLY Reading or ONLY Math. Subtest results from the nationally-normed aptitude test, nationally-normed achievement test, or NC End-of-Grade Assessment will be used to determine eligibility. Individuals must accumulate 6 points on the subjectbased Talent Development Identification Rubric to identify AIG in Reading ONLY or Math ONLY. (Cms 2016 Plan For Gifted Education.pdf, 2016).

Testing Rubric

http://www.cms.k12.nc.us/cmsdepartments/ci/astd/Documents/TalentDevelopmentIdentificationRubric%202013-2016.pdf

Services for gifted and talented learners

According to Cms 2016 Plan For Gifted Education.pdf (2016),"CMS will provide opportunities and resources for these learners to:

Understand their unique social and emotional needs.

Strive for self-actualization.

Foster creative, critical, and innovative thinking.

Practice self-directed learning and independent problem-solving.

Engage in collaborative experiences.

Develop a capacity to see interconnections among the disciplines.

Apply life skills for leadership, accountability, adaptability, productivity, and social responsibility." (Cms 2016 Plan For Gifted Education.pdf, 2016).


According to Cms 2016 Plan For Gifted Education.pdf (2016), "Standard 5 fosters partnerships, communication, and collaboration with all stakeholders. Communication is crucial in providing appropriate services to gifted students and students with high academic potential. Communication will be available to parents in a variety of forms including but not limited to newsletters, the CMS website, curriculum nights, and Parent University courses. In addition, an annual survey and focus groups (organized by zone) will be conducted to receive continuous feedback from parents, students, teachers, and the community"


The Horizons Program


  • For gifted students whose educational needs require extreme differentiation and acceleration.
  • Catalyst Program
  • teachers plan and work together to increase students' opportunities for higher level instruction throughout the school day. (Cms 2016 Plan For Gifted Education.pdf, 2016).