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Gifted and Talented

GT Program Brochure

CogAT Test Explanation

GT Referral Application

GT Referral Application Spanish


Program Goals

  • To challenge students who demonstrate advanced learning capabilities and nurture those who show potential for high levels of performance.
  • To foster the development of an inclusive rather than an exclusive approach to gifted/talented education.
  • To enrich and extend the essential curriculum, offer appropriate levels of academic rigor, and address the learning needs of the diverse student population in Talbot County.
  • To ensure equitable access for ALL students, regardless of race, ethnicity, gender, socioeconomic status, and physical or learning disability.
  • To provide staff development for all personnel who work with advanced students including administrators, teachers, and school counselors.


Primary Talent Development Pre/K-2

Teachers of students in grades Pre/K-2:

Use established curriculum to present specially designed lessons to all students during the year.

Are trained to observe all students and to identify students who are demonstrating advanced capabilities with respect to Analytical Thinking, Creativity, and Task Commitment.

Use suggested differentiation strategies to challenge students.


Talent Development Grades 3-6

Identify and provide differentiated instruction for students who have potential or demonstrated ability in the areas of mathematics and language arts.

Use specific differentiation strategies and activities to provide an appropriate program that will challenge students.

Elementary Enrichment Programs are offered at the elementary schools during some of the enrichment and Intervention Block (E & I ) on a variety of topics, such as Spanish language, drawing, Touchstones literature, chess, creative writing, science and STEM units.


Elementary GT Identification & Referral Process Timeline


Elementary Referral Process and Timeline Grades 3-5
Elementary Identification Process and Timeline


Talent Development Grades 7-8

Identify and provide differentiated instruction for students who have potential or demonstrated ability in the areas of mathematics and language arts.

Use specific differentiation strategies and activities to provide an appropriate program that will challenge students.

A variety of Gateway to Technology classes are offered, including Automation and Robotics and Design and Modeling.

Students in grades 7-8 may qualify for advanced courses in Algebra I and Spanish I. These courses are taken for high school credit.


Talent Development Grades 9-12

Talbot County high schools provide programs for advanced students in a variety of academic subject areas.

Advanced Placement courses are offered in a variety of subject areas. Advanced Placement courses are challenging and rigorous studies comparable to college-level work. They provide opportunities for students to take national exams and receive advanced placement in college, college credit, or both.

Career and Completer Courses: Programs including Biomedical Science, Pre-engineering, Interactive Media Production and Curriculum for Agriculture Science Education are offered. Students completing the curriculum sequences may earn college credits.

Internships: Pre-professional students may participate in their junior and senior year. Placements might include, but are not limited to, veterinary science, medicine, law, education and biological sciences.

Dual Enrollment: Juniors and seniors may take courses at Chesapeake College. Students earn both high school and college credits. Certain restrictions may apply. Program information is available from high school counselors.

Each school implements a procedure consistent with Talbot County Public Schools’ guidelines for talent-spotting students. Multiple criteria are used, which include standardized test results, a variety of rating scales, and teacher and/or parent recommendations. Teachers and school-based grade level teams consisting of the school counselor, principal or designee review data each spring to determine student needs for the following school year. Students are assigned to cluster groups which are part of heterogeneously-grouped classroom and provide an opportunity for students to work with others who have similar needs. Students may be accelerated through total grade advancement, or by grade advancement for a specific subject. (See Board policy 9.31)