Maryland State Conference on Gifted and Talented Educationmegsonline.net/2017-megs-conference-program.pdf · Sess ion 1 Auditorium Fighting Fake News! Tools and Tactics for Becoming

Maryland StateConference on Gifted and Talented Education

October 20, 2017

Maryland State Conference on Gifted and Talented Education Steering Committee

Co-chairs

Betty Elder Tracey Thisse Anne Arundel County Public Schools Prince George’s County Public Schools

Committee Members

Katie Barbagallo

Debbie Blum

Donald Counts

Elizabeth Elder

Kathleen Gregory

Robin Hawley-Brillante

Monica Hetrick

Theresa Jackson

Dennis Jutras

Meg Lee

Jennifer Meehan

Debra Myers

Denice Neal

Karen Saunderson

Tracey Thisse

Alyson Tommins

Penny Zimring

Helaine Zinaman

Howard County Public Schools


Anne Arundel County Public Schools


Prince George’s County Public Schools

Baltimore County Public Schools

Baltimore City Public Schools


Baltimore City Public Schools

Frederick County Public Schools







Maryland Educators of Gifted Students

Maryland Educators of Gifted Students

2017 Maryland State Conference on Gifted and Talented Education

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October 20, 2017

Dear Conference Participants,

On behalf of the Maryland Educators of Gifted Students and the Maryland State Department of Education, we would like to welcome you to the Seventeenth Annual Maryland State Conference on Gifted and Talented Education, Gifted Education: Create! Innovate! Inspire! at North County High School, Glen Burnie, Maryland.

The 2017 conference committee has worked to develop a contemporary program that is designed to meet the needs of a variety of participants. Whether you are an administrator, classroom teacher, gifted education specialist, special educator, parent, or counselor, there will be something of interest for you. You may select from presentations given by local and national experts in the following strands: Instructional Needs of Gifted Learners and Underrepresented Populations in Gifted Education.

Teachers in all Maryland school systems strive to provide instruction that challenges and increases achievement for all students. This conference provides an opportunity for educators to exchange ideas and strategies for meeting the needs of high potential students and those already achieving at high levels.

We hope you will take advantage of the job-embedded Continuing Professional Development (CPD) credit option, and that the convenient time and reasonable cost of the conference addresses your needs.

A very special thank you goes to the administration, staff, and students of North County High School, whose assistance and support have made this conference possible.

Have an enriching and engaging conference!

Betty Elder Tracey Thisse State Conference Co-chairs

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Conference Schedule

7:15 Registration and Continental BreakfastLobby/Cafeteria

8:15 WelcomeAuditorium

8:45 KeynoteAuditorium

Curiosity: Cat Killer or Mother of Invention? Brian Housand, Ph.D.

10:00 Session 1

________________________________________________________Session Room

11:15 Session 2

________________________________________________________Session Room

12:30 Catered Lunch/Vendor Exhibit Hall Café/Exhibit Hall Door prizes contributed by our vendors will be announced during lunch. Place your name tag in the box as you enter the café. You must be present to claim your prize.

1:45 Session 3

________________________________________________________Session Room

Session Complexity Introductory (I) Experienced (E) Appropriate for those with little or no experience Appropriate for those individuals with in the field of gifted education. experience in the field of gifted education.


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Featured Keynote SpeakerBrian Housand

Brian Housand, Ph.D. is an Associate Professor at East Carolina University. Dr. Housand earned a Ph.D. in educational psychology at the University of Connecticut with an emphasis in both gifted education and instructional technology. He serves on the National Association for Gifted Children’s Board of Directors as a Member-At-Large. Along with his wife Dr. Angela Housand and Dr. Joe Renzulli, he co-authored Using the Schoolwide Enrichment Model with Technology. He researches ways in which technology can enhance the learning environment and is striving to define creative productive giftedness in a digital age. For more information go to http://brianhousand.com

Username: MEGS Password: meeting

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http://brianhousand.com/



Session 1 Auditorium Fighting Fake News! Tools and Tactics for Becoming a SUPER Critical Thinker

in a Digital Age Dr. Brian Housand, Associate Professor at East Carolina University; published author; and international presenter

In 2006, we first learned that even the brightest students were easily fooled by internet hoaxes like the Pacific Northwest Tree Octopus. While we tried to laugh this as the folly of misguided youth, a decade later we witnessed the rise of fake news and its impact on the “post-truth” world of 2016 overrun by an ever-growing network of social media. To fight for truth, justice, and yes, even the American way, this session presents a collection of superhero themed critical thinking activities designed to empower you and your students to conquer the evils of fake news.

Strand: Instructional Needs of Gifted Learners Grades: K-12 (I, E) Audience: Teachers, Administrators, Curriculum Specialists

Room B 109 Igniting Mathematical Minds: Rigorous Questioning Using the Icons of Depth and Complexity Melissa Gilroy, JoAnn Shields & Angela Wakshul, Anne Arundel County Public Schools

In this session, participants will evaluate questions and explore ways Sandra Kaplan's Icons of Depth and Complexity can increase rigor in the mathematics classroom. When used intentionally, these strategies encourage student discourse, provide challenge, extend thinking and provide a platform for students to take an academic risk while having their unique needs met. Resources shared during this session can be immediately utilized as tools for professional development, collaborative planning, and classroom instruction.

Strand: Instructional Needs of Gifted LearnersGrades: PreK-5 (I, E) Audience: Teachers, Administrators, Curriculum Specialists

Room B 106 Using Individualized Learning Plans for Gifted and Advanced Learners Rae Lymer, Baltimore City Public Schools

Individualized Learning Plans (ILPs) are a fantastic way to ensure appropriate differentiation for each gifted or advanced-level learner by identifying their areas of strength, interest, and social-emotional well-being. In this session, the research behind the formation of ILPs will be presented along with strategies for creating and implementing them within schools. A panel of Baltimore City Gifted and Advanced Learning school-based coordinators will discuss their experiences using ILPs at their schools.

Strand: Instructional Needs of Gifted LearnersGrades: K-5 (I, E) Audience: Teachers, Administrators, Curriculum Specialists, Parents


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Room B 102 From Good to Great: A School’s Journey in Enhancing a Gifted and Talented Program Through the EGATE Process Michele DiGiulian, Alyssa Truffer, Jaclyn Klaiss, & Karen Bailey, Anne Arundel County Public Schools

The team will share how the EGATE process helped a school team reflect on current practices and take their gifted and talented program to the next level. The presentation will discuss refining instruction for gifted and talented students, utilizing different forms of professional development for teachers/staff, and management of the program at the school level. This process involves utilizing county resource personnel to facilitate growth.

Strand: Instructional Needs of Gifted LearnersGrades: K-5 (I, E) Audience: Teachers, Administrators

Room B 103 Top Ten Classroom Strategies to Empower Your Gifted Students Jennifer Monath & Erin Chilcote, Prince George’s County Public Schools

In a mixed ability classroom, how can you meet the needs of your gifted learners? Learn about the top 10 strategies that will empower your students and foster higher level thinking across the curriculum. Challenge your students with strategies such as creative and critical thinking, alternate assignments, real-world problem-solving and curriculum compacting. Leave with ideas that you can implement right away in your own classroom.

Strand: Instructional Needs of Gifted LearnersGrades: K-5 (I, E) Audience: Teachers, Curriculum Specialists

Room K 109 Podcasting: Connecting Your Classroom to the Outside World Victoria Patch, Prince George’s County Public Schools

"Podcasting: Connecting your Classroom to the Outside World" will allow participants to explore the benefits of using podcasts as a source in classrooms, of all content areas, and how to facilitate student-created podcast projects. The presentation will include student-created podcasts from middle school social studies students with topics on current events and modern historical documentation. Participants will walk away with access to resources to incorporate podcasts into their classrooms, whether as listeners or creators.

Strand: Instructional Needs of Gifted LearnersGrades: 5-12 (I, E) Audience: Teachers, Curriculum Specialists

Like MEGS on Facebook

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Room K 107 How to Develop Individual Talents in a One-Size-Fits-All Climate Dr. Jeanne Paynter, McDaniel College

Do you teach and assess the required standards, whether or not that curriculum is appropriately accelerated? This presentation shows how teachers can create and assess talent development goals based on rigorous content to explicitly target aptitudes such as creativity, insight, persistence or logical reasoning. Learn to use Talent Development Curriculum rubrics to assess learning progressions. Students report that they are more motivated to face tough challenges because their aptitudes and interests are engaged.

Strand: Instructional Needs of Gifted LearnersGrades: 3-8 (E) Audience: Teachers, Curriculum Specialists

Room B 105 Building Upon the “Reading without Walls” Challenge: Tools to Design Paths and Bridges for Gifted Learners Robin Hawley-Brillante, Baltimore County Public Schools

The National Ambassador for Young People’s Literature, Gene Luen Yang, has challenged our students to read outside their comfort zone – to read without walls. Elaborating upon that challenge, we can provide authentic, bridge-building tasks within our gifted learners’ zone of proximal development. Participants will explore creative tools to foster critical and empathic reasoning in gifted learners such as PechaKucha, elevator pitch hacks, personification of primary source documents, VoiceThread, and Meeting of the Minds.


Room K 111 You Be the Judge: Strategies and Resources for Evaluating Your Local Gifted and Talented Program Dr. Keri Guilbault, Johns Hopkins University & Dr. Kimberly McCormick, Towson University

To continually provide services for the betterment of gifted and talented students, high-quality evaluation must systematically be conducted to gather data from multiple sources to assist stakeholders in making informed decisions (Callahan, 2016). This is not merely a suggestion for Maryland education agencies but a requirement of COMAR. Using research-based standards and resources, participants will gain knowledge to help identify gaps and opportunities for local program improvement. Attendees will receive take-away resources for program evaluations.

Strand: Instructional Needs of Gifted LearnersGrades: K - 12 (E) Audience: Teachers, Administrators, Curriculum Specialists



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Room S 107 A Deep Understanding of the 2e Experience: Durable Strategies for Parents, Educators and Professionals Julie F. Slonick, With Understanding Comes Calm, LLC

When parents, teachers, and professionals understand the true meaning of giftedness and twice exceptionality, they are best equipped to learn and apply durable strategies for bringing out their potential and raising self-esteem in gifted and 2e children. This session will provide both a deep understanding and lasting strategies for home, the classroom, and wherever our 2e kids need support.


Room B 104 Who Am I? Identity Formation in Individuals with Gifts and Talents Alexandra Clough, McDaniel College

Jock or nerd? Actress or mathematician? How do we define ourselves? There are many factors such as family, culture, social systems, and environment that influence a person’s sense of identity. Adding giftedness and multipotentiality to the mix can create additional challenges. In this session, we will explore the relationship between mindset and identity foreclosure and strategies for helping gifted individuals explore their own identities so that they can develop and make positive and productive choices.

Strand: Instructional Needs of Gifted Learners Grades: K-12 (I, E) Audience: Teachers, Administrators, Curriculum Specialists, Parents


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Session 2 Room B 109 Creativity and Constraints

Dr. Jonathan Plucker, Johns Hopkins Center for Talented Youth

Creativity is considered to be a highly valued 21st century skill, but what do we know about how to foster it in children? How can we even define it? We will explore these and other questions through hands-on activities that illustrate and model key creativity-producing instructional strategies.


Room B 106 Great Potential, Average Reality: Working with Gifted Underachievers Rae Lymer, Baltimore City Public Schools

Gifted underachievers are a unique population that frequently puzzles educators and administrators alike. This presentation will cover the research literature on the characteristics of gifted underachievers, potential root causes, and potential interventions to aid in supporting this group of learners to reach their full potential. Participants will come away with a solid understanding of not only the theory but also practical next steps towards improving achievement amongst this group of gifted students.


Room H 102 Keeping “PACE” with Rigor Kathy Gregory, Prince George’s County Public Schools

Are you looking for student exploration and learning inspired by PROVOCATIVE content, curiosity and challenge sparked by AMBIGUOUS ideas, determination and risk-taking stimulated by COMPLEX tasks, and anticipation and awareness triggered by EMOTIONAL INVOLVEMENT? This is your invitation to encounter “PACE” – a model for augmenting your teaching with rigor, inquiry, critical/abstract thought, and student engagement. Help your gifted students learn to handle uncertainty, think flexibly, and respond creatively with practical ideas across grade levels and content areas.

Strand: Instructional Needs of Gifted Learners Grades: K-6 (I, E) Audience: Teachers, Administrators, Curriculum Specialists


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Room K 102 Powerful Strategies to Enhance the Learning of Gifted Students Nathan Levy, Nathan Levy Books, LLC

This workshop explores numerous proven strategies to reach gifted learners in challenging ways. Participants leave with a variety of new strategies and specific ideas to help pupils become better creative and critical thinkers. Bring your thinking caps and your funny bones.

Strand: Instructional Needs of Gifted LearnersGrades: K-6 (I, E) Audience: Teachers, Curriculum Specialists, Administrators, Parents

Room T 103 Teaching and Challenging Math Students with Project M3 and M2 Melissa Edmonds, Prince William County Schools

Join this session for a look at a challenging supplemental math curriculum for grades K-5 with books from Project M3: Mentoring Mathematical Minds (Level 3-5) and Project M2: Mentoring Young Mathematicians (Level K-2). We will take you through some of the hands-on activities included in the units. This curriculum targets advanced math learners, including traditionally underrepresented students. Take a look at these wonderful books, winners of multiple NAGC Curriculum awards.

Strand: Instructional Needs of Gifted Learners Grades: K-5 (I, E) Audience: Teachers, Curriculum Specialists, Administrators

Room H 106 Student-Centered Goal Setting in the Gifted Classroom David Warrenfeltz, Washington County Public Schools

In diverse classrooms, both heterogenous and homogeneous, teachers have students on a wide variety of levels on any content’s learning continuum. Formative assessment and data can be used as tools to guide student-centered goal setting, allowing teachers to more readily personalize learning for their students to better meet the needs of all learners. Come learn about processes, tools, and resources you need to create a goal setting and goal achieving culture within your classroom!



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Room T 109 Gifted in the AP Class Dr. Andrew Moore, Notre Dame of Maryland University

This session focuses on broad methods as well as specific tips and tricks to help AP teachers in all disciplines with planning, teaching and motivating their gifted students to reach the highest levels of success. Dr. Moore approaches the topic both from a philosophical standpoint and a practical perspective, having taught A.P. European History and A.P. French for over a decade with outstanding results.

Strand: Instructional Needs of Gifted LearnersGrades: 9-12 (I, E) Audience: Teachers, Curriculum Specialists, Administrators

Room A 119 Maker Education: Elevating Instructional Practices for Advanced Learners Peggy Koenig, Baltimore County Public Schools

Explore the Maker movement – an exciting iteration of project-based learning in which students create something new. Making in schools opens new doors for our advanced learners; it blows the roof off traditional classroom projects and ignites creativity as students conduct original research and develop something with their own hands, whether it be a miniature greenhouse that keeps the mice out or items to stock a vending machine for a historical fiction character! This session will provide an opportunity for participants to discover strategies for leading the initiation, implementation, growth and sustainability of a robust Maker Movement/makerspace. Maker success stories will also be shared through pictures and video in order to stimulate participants’ thinking about the endless possibilities that exist for their own maker programs. The session will end with a brief hands-on making opportunity.

Strand: Instructional Needs of Gifted Learners Grades: 3-8 (I, E) Audience: Teachers, Administrators, Curriculum Specialists, Parents

Room B 107 Stakeholders’ Actions to Overcome Underrepresentation in Gifted Programs: Causes, Effects and Solutions Ken Dickson, Educational Support & Consulting Network

This session will focus on two objectives related to the goal to overcome underrepresentation including: 1. Identifying school and community structures that cause underrepresentation2. Developing pragmatic adjustments regarding school structures – particularly policy and professional development structures that can be modified to overcome underrepresentation.

Strand: Underrepresented Populations in Gifted EducationGrades: K-12 (E) Audience: Teachers, Administrators, Curriculum Specialists, Parents


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Lunch/Exhibit Hall/Door Prizes

Door Prizes contributed by our vendors will be announced during lunch.

Place your name tag in the box as you enter the cafe.

You must be present to claim your prize.


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Session 3 Room B 109 Creativity and Constraints

Dr. Jonathan Plucker, Johns Hopkins Center for Talented Youth

Creativity is considered to be a highly valued 21st century skill, but what do we know about how to foster it in children? How can we even define it? We will explore these and other questions through hands-on activities that illustrate and model key creativity-producing instructional strategies.


Room S 107 Hats Off to Higher Level Thinking! Kelly Lundeen & Katie Dexter, Charles County Public Schools

Come check out innovative strategies to use in your classroom that promote higher level thinking! These strategies will not only enrich your gifted students but also encourage every learner to think in a creative way across all content areas. Our presentation will center around de Bono's Six Thinking Hats while exploring other engagement strategies such as a physical barometer, PMI mat, and so much more!

Strand: Instructional Needs of Gifted LearnersGrades: K-6 (I) Audience: Teachers, Curriculum Specialists

Room B 102 Our School’s Journey…. Beyond Recognition: Whitehall ES EGATE Journey Prentice Christian, Angela Grooms, Shaneena McDonnaugh, & Torrey Murray, Prince George’s County Public Schools

Whitehall Elementary shares its roadmap to achieving EGATE status, including challenges and successes. Leadership, dedication, and performance opportunities are essential elements in this trek. Learn about researched-based strategies. Examine your school’s TAG program. Does it meet and/or exceed the demands of your highly capable students? Maybe, you don’t know. EGATE is a great resource. Insight gained evaluates current practices and promotes maximum achievement. Don’t be afraid to “hit the open highway” to start your school’s quest. Use the EGATE process as a tool for your school improvement.

Strand: Instructional Needs of Gifted Learners Grades: K-6 (I, E) Audience: Teachers, Curriculum Specialists, Administrators, Parents


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Room B 103 Maryland State Department of Education’s Primary Talent Development (PTD): Early Learning Program, K-2 (MSDE, 2009) Melanie Carter, Anne Arundel County Public Schools

Essential thinking strategies and sound “kid-watching” techniques are the bedrock of the Maryland State Department of Education’s Primary Talent Development program. Through interactive experiences that exemplify attribute, questioning, and problem-solving strategies, participants will gain expertise in identifying and challenging the potential and advanced learning capabilities of young children. By documenting responses across the primary years, the thinking behaviors so often indicative of potential and talent in young learners are made tangible. The vital role of the PreK-2 PTD portfolio, an essential component of the program, will also be examined to emphasize its impact in showcasing early talent, especially in underrepresented populations. Participants will have the opportunity to use a checklist to reflect and determine in what ways this model program might work in their school/district.

Strand: Instructional Needs of Gifted LearnersGrades: K-3 (I) Audience: Teachers, Curriculum Specialists

Room K109 Breaking Out of the Traditional Math Classroom Cody Carr, Prince George’s County Public Schools

Are you looking for ways to involve and engage your students more in math class? In this presentation, we will explore two models of differentiated learning. With the first, learn how to use grouping with pre- and post-assessment. With the second, explore different models of the flipped classroom.

Strand: Instructional Needs of Gifted Learners Grades: 6-12 (I, E) Audience: Teachers, Curriculum Specialists, Administrators

Room K 111 Gifted Students with Attention Problems: Is It ADHD, Anxiety, or Both? Dr. Anne Rowe, The Kingsbury Center & Dr. Julie Pace, Emory University

Gifted underachievers can have attention deficits and/or anxiety that contribute to weak academic performance. This presentation will explore unique characteristics of anxiety disorders and ADHD, as well as symptoms that overlap. Strategies to differentiate anxiety and ADHD will be explored, along with therapeutic approaches that can help treat these students.

Strand: Instructional Needs of Gifted Learners Grades: K-12 (I, E)

Audience: Teachers, Curriculum Specialists, Administrators, Parents

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Room B 107 Strategies to Enrich Professional Development Sessions for Twice Exceptional (2E) Learners Ken Dickson, Educational Support & Consulting Network

Participants responsible for helping 2e learners succeed will be able to enrich 2e learners' success from this session’s selected interactive activities. Participants will receive 2e learners’ intellectual, creative, social and emotional characteristics and needs and demonstrations of pragmatic strategies that support the needs. In-session and online resources will be provided.

Strand: Instructional Needs of Gifted LearnersGrades: K-12 (I, E) Audience: Teachers, Curriculum Specialists, Administrators, Parents

Room B 104 To Infinity and Beyond – The Rediscovery of Potential Endrew F. Rich Weinfeld & Meghan Probert, Michael J. Eig and Associates

This presentation will provide attendees with updated information and guidance about the Supreme Court’s landmark ruling in Endrew F. (March 22, 2017). We will explore Endrew F.’s impact on the way schools program for children with special needs and specifically how a child’s potential and giftedness factor into the consideration of appropriateness.

Strand: Instructional Needs of Gifted Learners Grades: K-12 (I, E) Audience: Teachers, Curriculum Specialists, Administrators, Parents



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Maryland StateConference on Gifted and Talented Education

October 20, 2017

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Special Thanks Without the following people, the 2017 State Conference on Gifted and Talented Education would not have been possible. We recognize and appreciate their support.

George Arlotto, Ed.D., Superintendent, Anne Arundel County Public Schools

Councilman John J. Grasso, representing Anne Arundel County Councilmanic District 2

Anne Arundel County Public Schools Office of Advanced Studies

Eric Jefferson, Principal, North County High School

Cynthia Johnston, Business Manager, North County High School

Jennifer Mermod, National Honor Society Sponsor, North County High School

Christopher Bowen and Justin Serota, Technology Staff at North County High

MSG Rickey Gethers, Director of Meade High School’s Color Guard

Alexander Scott, Director of Meade High School’s Steel Band

Anna Lentz, Greenbelt Middle School’s Chamber Orchestra Director

Loraine Gagalis-Berdeguez, Design Specialist, AACPS Design & Print Services

Anne Arundel County Public Schools Design & Print Services

Color Guard and Steel Band Members representing Meade High School

Greenbelt Middle School’s Chamber Orchestra Members

Our Student Ambassadors representing the National Honor Society at North County High

School



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Exhibit Hall/Vendor Information Table Kendall Hunt Publishing Company Nathan Levy Books, LLC The Auburn School Scentsy Star-Spangled Banner Flag House Johns Hopkins Center for Talented Youth Digital Harbor Foundation With Understanding Comes Calm, LLC McDaniel College Destination Imagination Fusion Academy Johns Hopkins University National Inventors Hall of Fame Maryland Humanities

Professional Organizations

Maryland Coalition for Gifted and Talented Education (MCGATE)

[email protected] http://www.mcgate.org

Maryland Educators of Gifted Students (MEGS)

Post Office Box 282 5305 Village Centre Drive

Columbia, MD 21044 Phone: 410-313-6800

http://www.megsonline.net

Maryland State Department of Education Office of Gifted and

Talented Education 200 W. Baltimore Street Baltimore, MD 21201 Phone: 410-767-0363

http://www.marylandpublicschools.org/MSDE/programs/giftedtalented

National Association for Gifted Children (NAGC)

1707 L Street, N.W., Suite 550 Washington, DC 20036

Phone: 202-785-4268 http://www.nagc.org


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mailto:[email protected]

http://www.mcgate.org/

http://www.megsonline.net/

http://www.nagc.org/



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Title 13A STATE BOARD OF EDUCATION Subtitle 04 SPECIFIC SUBJECTS

Chapter 13A.04.07 Gifted and Talented Education Authority: Education Article, § 5 – 401(d), and §§ 8-201 – 203, Annotated Code of Maryland

.01 Purpose Gifted and talented students are found in all Maryland schools and in all cultural, ethnic, and economic groups. The intent of this chapter is to provide local school systems with direction for identifying students and developing and implementing the gifted and talented education programs and services needed to develop these students’ full potential. These regulations establish the minimum standards for student identification, programs and services, professional development, and reporting requirements.

.02 Identification of Gifted and Talented Students

A. Each local school system shall establish a process for identifying gifted and talented students as they are defined in the Educational Article §8-201;

B. The identification pool for gifted and talented students shall encompass all students;C. The identification process shall use multiple indicators of potential, aptitude, and achievement;D. The identification process shall be used to identify students for participation in the programs and services

described in § .03 of this regulation; andE. Each school system shall review the effectiveness of its identification process.F. Each school system shall consider implementing an identification process that:

(1) Documents early evidence of advanced learning behaviors, PreK-2;(2) Includes procedures for identification and a process for appeals that are clearly stated in writing,

made public, and consistently implemented systemwide; and,(3) Provides ongoing professional development for school staff in the characteristics and needs of gifted

and talented students. .03 Programs and Services

A. Each school system shall provide different services beyond those normally provided by the regular schoolprogram in order to develop the gifted and talented student’s potential. Appropriately differentiated programsand services shall accelerate, extend, or enrich instructional content, strategies, and products to demonstrateand apply learning.

B. Each school system shall review the effectiveness of its programs and services.C. Each school system shall consider implementing programs and services for gifted and talented students that:

(1) Provide a continuum of appropriately differentiated academic programs and services in grades PreK-12during the regular school day for identified gifted and talented students.

(2) Provide programs and services to support the social and emotional growth of gifted and talented students.(3) Provide programs and services to inform and involve parents/guardians of gifted and talented students.

.04. Professional Development A. Teachers and other personnel assigned specifically to work with students who have been identified as gifted and

talented shall engage in professional development aligned with the competencies specified by the Gifted andTalented Education Specialist certification §13A.12.03.12.

B. Teachers who wish to pursue leadership roles in gifted and talented education shall be encouraged to obtain Giftedand Talented Education Specialist certification as defined in §13A.12.03.12.

.05. State Advisory Council The State Superintendent of Schools shall maintain an Advisory Council for Gifted and Talented Education that shall advise the Superintendent on issues and best practices relevant to the education of gifted and talented students in Maryland.

.06. Reporting Requirements Local school systems shall in accordance with Education Article §5-401 (c) report in their Bridge to Excellence Master Plans their goals, objectives, and strategies regarding the performance of gifted and talented students along with timelines for implementation and methods for measuring progress.

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Adopted by the State Board of Education 2.28.12


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Evaluations

SESSION Evaluation – Use for each session you attend. Visit http://tinyurl.com/megssession

or scan the QR code below using a QR code reader.

OVERALL Conference Evaluation – Please help us to plan for future events.

Visit http://tinyurl.com/megsconference or scan the QR code below using a QR code reader.
