Gifted and Talented Education Services

Central Office Contacts

Elementary School Learning Resource Teachers

Middle School Learning Resource Teachers

High School Counseling Department

Information on advanced courses is available through high school counselors. Contact the counseling department for individual counselors.

Charles County Public Schools (CCPS) screens students in grades 2–8 for potential placement in Gifted and Talented Services or Talent Development Services in English Language Arts (ELA) and Mathematics. Eligibility decisions are based on multiple criteria that reflect a student’s cognitive potential, academic performance, and readiness for instruction beyond the grade-level curriculum.

Comprehensive Screening Process

To ensure equitable access, CCPS uses a broad-based screening approach that includes:

• Universal screening for all second-grade students using the Cognitive Abilities Test (CogAT).
• CogAT screening for newly enrolled students in grades 3–8 who have not previously taken the assessment.
• Referrals by teachers, school staff, parents/guardians, or the students themselves for consideration.
• All referred and eligible students are included in the school-based gifted and talented screening pool for further review.

Multi-Criteria of the Screening Pool

The Gifted and Talented Screening Committee at each school reviews the body of evidence for students using the CCPS Gifted and Talented Identification Pathways and Talent Development Pathways. Data sources reviewed include:

• Cognitive ability: CogAT Verbal, Quantitative, and Nonverbal subtests
• Academic achievement: i-Ready Reading and Math diagnostics, MCAP ELA and Math results, and WIDA ACCESS growth (for Multilingual Learners)
• Classroom performance: report card grades and county/common assessments
• Observation inventories: CCPS Teacher and Parent Inventories
• Student Work Samples & Progress Monitoring: Evidence of advanced analysis, reasoning, problem-solving, interpretation, or creativity

Placement decisions are based on a body of evidence, not any single data point. Students meeting the criteria for either Gifted and Talented or Talent Development services will be matched to supports that meet their demonstrated readiness and academic needs.

Matching Services to Student Readiness

Students whose data reflect a need for instruction that extends beyond the expectations of the standard curriculum are matched to the appropriate evidence-based service pathways:

• Gifted and Talented Services – For students who meet the eligibility criteria that demonstrate readiness for acceleration, complexity, and depth of content aligned to their strengths.
• Talent Development Services – For students who show emerging advanced potential receive differentiated instruction and support to nurture their abilities and prepare for future eligibility for Gifted and Talented services.

Placement decisions are made through a holistic review of each student’s body of evidence and matched to services that best align with their academic strengths, learning behaviors, and demonstrated readiness.

Any parent or guardian may refer a student in grades 2–8 to be screened for Gifted and Talented or Talent Development services. CCPS Gifted and Talented Parent Referral Forms are available at all elementary and middle schools. Referrals are accepted year-round; however, to be considered for screening during the current school year, forms must be submitted to the school’s Learning Resource Teacher by December 1. For more information or questions, please contact the Learning Resource Teacher at your child’s school.

Parent referral form (english)

Parent referral Form (Spanish)

Parents/guardians of students who have been screened for Gifted and Talented or Talent Development services will receive written notification of the Gifted Screening Committee’s placement decision at the end of the school year. If a parent/guardian wishes to appeal the committee’s recommendation, they should submit a written appeal to the school principal as soon as possible. The appeal letter should include:

• A clear explanation of the reason for the appeal.
• Any new evidence not previously reviewed by the committee, such as:
  • Updated student work samples demonstrating advanced thinking or creativity.
  • Letters from teachers, mentors, or professionals who can speak to the students’ advanced learning needs.
  • Any other documentation supporting the student’s potential or need for Gifted and Talented or Talent Development services.

Upon receipt of the appeal:

• The principal will coordinate with the Learning Resource Teacher to schedule a follow-up review meeting with appropriate school staff.
• The team will review the appeal materials and determine whether a revised instructional recommendation or updated identification decision is warranted.
• If the appeal is received after the close of the school year, the meeting will be scheduled for August or September, when school resumes.

After a decision is reached, the principal or LRT will notify the parent/guardian to discuss the outcome and next steps for instructional placement. Further appeals may be submitted to the Chief of Teaching and Learning and/or the Charles County Board of Education, in accordance with Board policy.

Charles County Public Schools – Gifted and Talented Service Options 

Charles County Public Schools provides a continuum of services for students identified through the Gifted and Talented Identification Pathways or Talent Development Pathways. Students in grades 1–8 receive differentiated instruction in reading and/or mathematics from their classroom teachers, with support from the Learning Resource Teacher.

CCPS Grades 1 and 2: Nurturing Potential in Reading

Students in Grades 1 and 2 who demonstrate advanced reading behaviors and perform significantly above grade level receive Talent Development Reading/ELA services. These students are identified based on classroom performance, reading assessments, and teacher observations. 
Instruction is delivered during small group reading time and may be led by the classroom teacher and/or Learning Resource Teacher. Students are grouped with peers of similar academic needs and engage in enriched learning experiences that promote depth, complexity, and critical thinking. 

Services focus on:

• Advanced texts aligned to Lexile levels and student interests
• Shared inquiry discussions
• Advanced vocabulary development
• Novel study and literary analysis
• Critical thinking and inference skills 

CCPS Grades 1 and 2: Nurturing Potential in Math

Students in Grades 1 and 2 who demonstrate advanced learning behaviors in mathematics or consistently perform above grade level receive Enrichment Math services. Instruction is designed to extend conceptual understanding, problem-solving skills, and reasoning abilities beyond the standard curriculum.

Services are provided during FLEX math, led by the classroom teacher and/or the Learning Resource Teacher, at least three times per week. Students are grouped with peers who share similar readiness levels and learning needs.

Instructional emphasis includes:

• Advanced reasoning and explanation of mathematical thinking
• Concept development through exploration and discussion
• Application of skills in novel and challenging contexts
• Preparation for future Gifted and Talented Math service eligibility based on the CCPS Math Identification Profile

CCPS Grades 3-5 Implementation Gifted and Talented Reading/ELA Services 

Students identified for Gifted and Talented or placed on a Talent Development Pathway in reading receive services during their small group reading time, which is part of their daily ELA block. These students are cluster grouped with peers who demonstrate similar academic readiness.  

• Gifted and Talented small group reading instruction occurs at least three times per week in teacher-led groups, provided by the classroom teacher and/or the Learning Resource Teacher.
• Students identified for Gifted and Talented or placed on a Talent Development Pathway receive instruction aligned with the Gifted and Talented Small Group Reading Curriculum.

Key Components of Gifted and Talented Small Group Reading Curriculum may include:

• Shared Inquiry discussions using complex texts
• Socratic dialogue around nonfiction and essential questions
• Advanced vocabulary
• Novel Studies
• Targeted instruction in analytical writing
• Exposure to texts that support social-emotional learning

CCPS Grades 3-5 Implementation of Gifted and Talented Math Services

Students identified for Gifted and Talented Math services or placed on a Talent Development Pathway in mathematics participate in Advanced Math (Tier II) during FLEX time. These students are grouped with peers who demonstrate similar academic readiness.

• Advanced Math (Tier II) instruction occurs at least three times per week in teacher-led small groups, facilitated by the classroom teacher and/or Learning Resource Teacher.
• Students identified for Gifted and Talented or placed on a Talent Development Pathway receive instruction aligned with Advanced Math (Tier II) Curriculum.

The Advanced Math curriculum provides:

• Learning experiences that extend beyond grade-level expectations
• Opportunities to deepen conceptual understanding
• Exposure to above-grade-level standards
• Challenging problem-solving tasks designed to develop mathematical reasoning and communication 

Charles County Public Schools – Gifted and Talented Service Options

Charles County Public Schools provides a continuum of services for students identified through the Gifted and Talented Identification Pathways or Talent Development Pathways. Students in grades 1–8 receive differentiated instruction in reading and/or mathematics from their classroom teachers, with support from the Learning Resource Teacher.

CCPS Grades 6-8 Implementation of Gifted and Talented Services

Advanced-level courses in English/Language Arts (Honors ELA) and Accelerated Mathematics offer rigorous, differentiated instruction for students identified for Gifted and Talented services or placed on a Talent Development Pathway. These courses are designed to promote depth of understanding, critical thinking, and accelerated academic growth.

Students enrolled in Honors English/Language Arts engage with a wide variety of complex texts and genres organized around overarching concepts and thematic units. Instruction is differentiated to support advanced learners through:

• Conceptual depth and interdisciplinary connections
• Inquiry-based learning and Socratic discussions
• Advanced vocabulary and writing tasks
• Research, presentation, and analytical speaking opportunities

Literacy Lab 4 is designed to provide students with literacy instruction at and above the grade level. The primary focus is to prepare students for successful completion in Honors and Advanced Placement courses in the future. The curriculum is designed to use research-based materials and methodology to increase comprehension skills for adolescent learners.

Students identified for accelerated math follow an advanced course sequence with the goal of completing Algebra I high school credit before entering 9th grade. The curriculum emphasizes:

• Conceptual understanding and procedural fluency
• Application of above-grade-level standards
• High-level problem-solving and reasoning tasks
• Preparation for success in future STEM pathways

Math Lab 3 is offered as a supplemental course for students in accelerated math, providing targeted support, enrichment, and readiness for Algebra I content.

Honors Science

The Honors level science classes in grades 6-8 addresses the needs of students who require instructional experiences beyond the regular curriculum. The course provides appropriate levels of challenge through accelerated pacing, advanced content, vocabulary, research, and writing.

Honors Social Studies

The Honors level social studies classes in grades 6-8 addresses the needs of students who require instructional experiences beyond the regular curriculum. The course provides appropriate levels of challenge through accelerated pacing, advanced content, vocabulary, research, and writing.

World Language

Heritage and Native Spanish I/II – is designed specifically for heritage and native speakers of Spanish who already have some oral language proficiency and may have some written proficiency. Students will be given a language proficiency assessment to determine placement in level I or II. Available to 7th and 8th grade students.

Heritage and Native Spanish III - is designed specifically for heritage and native speakers of Spanish who already have high oral language proficiency and have moderate written proficiency. Students will be given a language proficiency assessment to determine placement in level III. Available to 8th grade students.

Spanish 1 and French 1 are available to 7th and 8th grade students at some middle schools. Spanish 2 and French 2 are available to 8th grade students at some middle schools.

Middle School Program of Studies

A complete listing of courses offered in middle school can be found in the Middle School Program of Studies.

Middle School Program of Studies

Scholars Course of Study

The Charles County Public School Scholars Course of Study initiative encourages and motivates all middle and high school students to complete a rigorous academic course of study that prepares them for successful transition to university coursework or vocation and technical training necessary to enter today’s competitive job field.

Students who demonstrate talent and interest in academic areas and work beyond grade level content may participate in the Charles County Scholars Course of Study. These students in grades 6-12 take advanced level courses and maintain minimum required grades in order to earn recognition at the end of eighth grade.

Scholars Course of Study Brochure 

Charles County Public Schools offers a variety of advanced academic opportunities to meet the needs of high-performing students. These programs promote depth, complexity, and acceleration through coursework aligned with postsecondary expectations.

Advanced Placement (AP) Program

The College Board’s Advanced Placement (AP) Program allows students to pursue college-level studies while still in high school. AP courses provide rigorous learning experiences that parallel the expectations of introductory college courses. Students are encouraged to take the corresponding AP exams, which may lead to college credit or advanced placement in college programs, depending on their performance and the policies of the college they attend.

Dual Enrollment Program

The Dual Enrollment Program is available to qualified juniors and seniors who wish to take college-level courses through the College of Southern Maryland (CSM) while continuing their high school education.

Early College Program

In partnership with the College of Southern Maryland, CCPS offers the Early College Program for rising juniors and seniors who wish to complete high school graduation requirements while simultaneously earning college credits.

Career and Technical Education (CTE)

High school Gifted and Talented and Talent Development students may also pursue industry-aligned technical programs through CCPS's CTE pathways, which offer:

• Completion of three to five sequential courses in a specific career field.
• Opportunities to earn industry certifications and college credits while in high school.
• Access to internships, apprenticeships, and workforce collaboration.
• Programs that satisfy graduation requirements.
• Available pathways include Engineering, Biotechnology, Culinary Arts, Automotive Technology, Health Professions, JROTC, and more.

High School Program of Studies

Scholars Course of Study

The Charles County Public School Scholars Course of Study initiative encourages and motivates all middle and high school students to complete a rigorous academic course of study that prepares them for successful transition to university coursework or vocation and technical training necessary to enter today’s competitive job field.

Students who demonstrate talent and interest in academic areas and work beyond grade level content may participate in the Scholars Course of Study. These students in grades 6-12 take advanced level courses and maintain minimum required grades in order to earn recognition at graduation. Information on the Scholars Course of Study is available through the brochure and/or the high school counseling department.

Scholars Course of Study Brochure 

Charles County Public Schools recognizes that for some academically advanced students, differentiated instruction within the traditional classroom is not sufficient to meet their learning needs. In these cases, academic acceleration may be an appropriate and necessary intervention.

Academic acceleration refers to the practice of advancing students through curriculum at a pace that matches their readiness and ability. It includes a wide range of strategies such as subject-based acceleration (e.g., a 5th-grade student placed in a middle school math class) and grade-based acceleration (e.g., skipping a grade level). The National Association for Gifted Children (NAGC) emphasizes that "acceleration is a powerful, research-supported educational intervention for nurturing the overall development of gifted or advanced students" (NAGC, 2025, p. 1).

According to Colangelo, Assouline, and Gross (2004), “Acceleration occurs when students move through traditional curriculum at rates faster than typical... It means matching the level and complexity of the curriculum with the readiness and motivation of the student” (p. 66). Decades of research support the effectiveness of acceleration, showing that accelerated students not only perform better academically, but also experience equal or better social-emotional outcomes compared to their non-accelerated peers (Assouline et al., 2015; Steenbergen-Hu et al., 2016).

CCPS supports acceleration as a best practice when:

• A student’s academic performance consistently exceeds grade-level expectations;
• Differentiation and enrichment alone are insufficient;
• There is clear evidence of advanced readiness and motivation;
• Acceleration is supported by collaborative input from educators, parents, and when appropriate, the student.

Decisions regarding grade acceleration are made by a team of educators, which may include the principal, learning resource teacher, reading and/or math resource teachers, classroom teachers, counselor and appropriate central office personnel.

Requests for grade acceleration are accepted throughout the year; however, implementation of the grade acceleration could take place immediately or with the next school year, depending on the needs of the child.

Requests made at the end of the school year must be submitted by May 1. It may not be possible to review requests received after May 1 until the fall because of staff availability.

The grade acceleration process generally takes about 8 weeks.

A student must be enrolled in Charles County Public Schools for at least 30 days before a grade acceleration request can be considered.

A parent may request grade acceleration through a letter to the school principal describing the child’s advanced skills and the reasons for the grade acceleration request.

A teacher, counselor, or other staff member can also initiate this process. A written request that describes the student’s academic status and the differentiation that has been used to meet the academic needs of the student should be submitted to the principal.

Please note that Kindergarten and first grade students must be initially enrolled in the grade appropriate to their age as of September 1 of the current school year as determined by the Maryland State Department of Education. After this initial enrollment, students may be considered for grade acceleration when evidence warrants consideration.

CCPS does not offer grade or content acceleration for Prekindergarten students. According to Iowa Acceleration Scale: A Guide for Whole-Grade Acceleration K-8, “it is important that the student has experienced a structured classroom, has interacted with peers, and has learned to share adult attention with other children.” The goal of the CCPS PreK program is to prepare children socially, emotionally, physically, and academically for kindergarten and beyond.

CCPS Early Entrance Procedures can be found at Early Entrance Procedures - Charles County Public Schools.

Charles County Public Schools (CCPS) offers a variety of enrichment programs and academic competitions to challenge and engage students of all grade levels. These opportunities support the development of critical thinking, creativity, collaboration, and leadership skills. For more information about events, teams, or clubs, contact your child’s school.

Fall and Winter Chess Tournaments

Open to students in elementary through high school, these tournaments promote strategic thinking and sportsmanship. Held in the fall and winter, they offer a fun, competitive environment for all skill levels.

It’s Academic

A quiz-bowl-style competition for high school students that tests general knowledge across multiple subjects. Winners may advance to the televised WETA “It’s Academic” competition in the Washington, D.C. region.

Destination Imagination (DI)

An international creative problem-solving competition where student teams tackle STEM, fine arts, or service-based challenges. Teams compete locally with the opportunity to advance to state and global tournaments. www.destinationimagination.org

Summer Enrichment Camps

CCPS offers a range of summer enrichment camps focused on STEM, literacy, the arts, and leadership. These camps provide students with hands-on, engaging learning experiences beyond the classroom.

AP Boot Camps

Targeted at high school students enrolled in Advanced Placement (AP) courses, these summer camps prepare students for rigorous coursework and end-of-year AP exams through skill-building and content review.

Additional Enrichment Opportunities

CCPS students also have access to school-based and countywide clubs and competitions, including:

• Elementary Math Challenge
• MESA: Math Engineering, Science, Achievement
• VEX Robotics
• Math Counts
• Spelling Bee
• History Day
• Black Saga
• Science Fair
• Future Educators of America
• Student Government
• FBLA: Future Business Leaders of America
• Mock Trial
• Model United Nations

National Association for Gifted Children

The National Association for Gifted Children (NAGC) is the nation's leading organization focused on the needs of gifted and talented children. Dedicated to uplifting and empowering those who support children with advanced abilities, NAGC provides energizing professional learning, impactful research, and inspiring advocacy to ensure all children have equitable opportunities and support to develop their gifts and talents

Parenting for High Potential

Parenting for High Potential is a quarterly magazine written especially for families of high-ability learners. It focuses on practical strategies backed by research to nurture the whole gifted child at home, in school, and in the community. The publication is available through the NAGC website.

MSDE Advanced Academics and Gifted and Talented Programs Branch

The Advanced Academics and Gifted and Talented Programs Branch works within the Division of Instructional Programs to ensure that students have opportunities to enrich and expand their academic experience through coursework, pathways, and programs, including course acceleration, differentiated instruction, dual enrollment, Advanced Placement, and partnerships with community colleges and local businesses. The Advanced Academics and Gifted and Talented Programs Branch provides best-in-class, evidence-based programs, services, and support to all Maryland Local Education Agencies (LEA), students, educators, and families related to the implementation of Blueprint guidelines and COMAR policies.

Maryland Coalition for Gifted and Talented Education

Maryland Coalition for Gifted and Talented Education (MCGATE) is a Maryland gifted education advocacy group made up of educators, parents, students and community members. Their focus is on public policy and educational practices that affect the successful education of gifted and talented/highly able students.

Johns Hopkins University - Center for Talented Youth

The Center for Talented Youth (CTY) is a university-based initiative with a mission for "innovation dedicated to advancing the field of gifted education through our research on testing, programs, and other supports for academically advanced students." CTY is dedicated to the education of advanced learners worldwide and offers courses, testing, publications, and research on K-12 gifted and talent youth.

MENSA

This national program supports gifted students through intellectual challenges and enrichment opportunities. Eligibility is determined through qualifying scores on standardized assessments. www.us.mensa.org/learn/gifted-youth.

College Board

The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. College Board is responsible for Advanced Placement courses and exams for college credit, and they also conduct the SAT and PSAT college entrance exams. Parents may find information about college planning, paying for college, scholarships, and exam schedules and fees on their website.

Supporting the Needs of the Gifted

Supporting Emotional Needs of the Gifted (SENG) is a nonprofit organization that empowers families and communities to guide gifted and talented individuals to reach their goals: intellectually, physically, emotionally, socially, and spiritually.

In 2010, the Maryland State Department of Education and the State Advisory Council on Gifted and Talented Education initiated the Excellence in Gifted and Talented Education (EGATE) School Awards Program. ;This recognition program honors elementary, middle, and high schools that offer gifted and talented programs aligned with the objectives and criteria of the Maryland Criteria for Excellence: Gifted and Talented Program Guidelines.

Each EGATE school submitted a comprehensive application which provided documentation of twenty-one different criteria under four program objectives from the Criteria for Excellence: Gifted and Talented Education Program Guidelines. The EGATE schools are recognized with Governor’s proclamations at a February reception, proudly display the EGATE banner, host celebratory visits, and serve as models for other schools seeking to achieve EGATE status.

Three Charles County elementary schools and one middle school have earned the EGATE award. These schools are:

• Dr. James Craik Elementary School (2017)
• William B. Wade Elementary School (2017)
• T.C. Martin Elementary School (2013)
• Milton M. Somers (2014)

Visit the school websites to learn about these model schools.