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It defines key terms such as acceleration, enrichment, curriculum compacting, differentiation, and universal screening, and summarizes research-based characteristics of gifted learners across intellectual domains. The handbook further details DCPS identification procedures, monitoring and reporting processes, post-identification communication, and available services and resources. 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We believe that our schools have the responsibility to:  \n• recognize demonstrated and potential talents.  \n• support professional learning for differentiated instruction supporting curriculum compacting and acceleration,  \n• provide flexible and multifaceted programs which enable students with talent to attain full potential in a variety of appropriately challenging learning environments.  \nThe philosophy adopted by Dorchester County Public Schools reflects contemporary knowledge and thinking about the nature of giftedness, recognizes “talent behaviors,” and fosters the development of an inclusive, rather than an exclusive, approach to  \ngifted/talented education.  \nGlossary of Terms  \nAcceleration  \nCreativity  \nCluster Grouping  \nCurriculum Compacting  \nDifferentiation  \nEnrichment  \nGiftedness  \nPrimary Talent Development  \nUniversal Screening  \nAn instructional strategy designed for progress through the educational experience at a rate faster than same aged peers. This may include subject acceleration by content, or grade skipping.  \nThe ability to develop new, uncommon, unique or original ideas, as well as demonstration flexibility in producing original ideas or materials.  \nGrouping students with similar instructional needs, abilities, or interests within the same class to enhance efficient differentiation of instruction.  \nAn instructional strategy utilized by educators to adjust curriculum for students who have already demonstrated mastery of the content and replace instruction with more challenging and productive use of student’s time and ability.  \nAn instructional technique used to modify instruction based on the content, pacing and outcome to meet the unique needs and interests within classroom instruction.  \nActivities that occur either in or separate from the classroom environment to add to or go beyond exi","cbCaifLMBZyjveyS","https://ap.wps.com/l/cbCaifLMBZyjveyS","pdf",596989,35,"English","# DCPS Philosophy for Gifted and Talented Education\n# Glossary of Terms\n## Acceleration\n## Creativity\n## Cluster Grouping\n## Curriculum Compacting\n## Differentiation\n## Enrichment\n## Giftedness\n## Primary Talent Development\n## Universal Screening\n# Characteristics of Giftedness\n# DCPS Identification Procedures\n# Monitoring and Reporting Procedures\n# Post-Identification Communication\n# Services and Resources for Gifted and Talented Education\n# Guidance for Grade Acceleration\n# Professional Development\n# Enrichment Strategies\n# Appendix One: Acceleration Request Letter Template\n# Appendix Two: Elementary Parent/Guardian Survey for Mathematics\n# Appendix Three: Elementary Teacher Survey for Mathematics\n# Appendix Four: Elementary Parent/Guardian Survey for English/Language Arts\n# Appendix Five: Elementary Teacher Survey for English/Language Arts\n# Appendix Six: Secondary Parent/Guardian Survey for Mathematics\n# Appendix Seven: Secondary Teacher Survey for Mathematics\n# Appendix Eight: Secondary Parent/Guardian Survey for English/Language Arts\n# Appendix Nine: Secondary Teacher Survey for English/Language Arts\n# Appendix Ten: Science Learning Behaviors Checklist\n# Appendix Eleven: Social Studies Learning Behaviors Checklist\n# Appendix Twelve: Gifted Learner Profile Form\n# Appendix Thirteen: Parent/Guardian GT Identification Notice","[{\"question\":\"What is the DCPS philosophy for gifted and talented education?\",\"answer\":\"DCPS emphasizes recognizing demonstrated and potential talents and supporting differentiated instruction. The handbook highlights an inclusive approach based on contemporary understanding of giftedness and talent behaviors.\"},{\"question\":\"How does the handbook define acceleration and curriculum compacting?\",\"answer\":\"Acceleration is described as progressing through educational experiences at a faster rate than same-aged peers, including subject acceleration or grade skipping. Curriculum compacting is described as replacing instruction for students who have already mastered content with more challenging and productive use of student time and ability.\"},{\"question\":\"What processes are covered after identification in the handbook?\",\"answer\":\"The handbook includes monitoring and reporting procedures and post-identification communication. It also outlines services and resources, professional development, enrichment strategies, and guidance for grade acceleration.\"}]","DCPS Gifted and Talented Implementation and Procedural Handbook - Handbook | PDF",1791200762,88]