Hello from Mrs. Amy Hash, Challenge Resource teacher here at EMS! As our year begins, I am already working with teachers to help in planning appropriate differentiated instruction for students, determining which levels of service are needed for our students, and introducing myself to the students. This year’s introductory Challenge Parent Meeting will be held in conjunction with the Fall Conference Night and Open House here at EMS on Thursday evening, October 1; I will be available between 5:30 – 7:00 PM to say hello and cover the basics of the Challenge program at EMS. Please stop by if you are a parent of a gifted child or a parent interested in learning more about our gifted program.
Feel free to contact me with any questions or concerns by e-mail (ahash@ccps.org) or by phone at EMS (410-996-5010).

How does the grouping of the Challenge population affect their performance?

Research tells us that grouping gifted students together helps them learn better!  The structure that provides optimum learning for all students is cluster grouping within heterogeneously grouped classrooms. At EMS, we have small groups of approximately 6-8 gifted students “clustered” together within a given class of mixed ability levels.  Teachers of these cluster classes make appropriate modifications to their curriculum for the gifted students, and the Challenge kids are more likely to take advantage of differentiated opportunities when they know they will have company while working on their projects.  The cluster class teacher needs to know how to compact the curriculum and how to provide enriched, accelerated, and independent study options for gifted students.  Cecil County has provided staff development to help teachers with these strategies.

Vision of the Challenge Program at EMS

The vision of the Challenge program in Cecil County is to nurture the uniqueness of gifted and talented students, enabling them to become creative producers and collaborative problem solvers.  Services for identified students are provided within the regular classroom as much as possible, with limited pull-outs, determined by need.

Students are identified for the Challenge program services using multiple criteria, including the following:

1. recommendations by parents, teachers, and other persons with knowledge of a student’s abilities

2. standardized test scores

3. report card grades

4. portfolios of original products

The most appropriate placement for each student is determined by a Challenge Placement Committee of teachers, administrators, and counselors familiar with the student.  At EMS, “clustering” the high ability students in each academic subject area is a way we are trying to respond to the needs of the gifted population.

Services are offered primarily in classrooms using differentiated instruction.  The Challenge Resource teacher, Amy Hash, acts as a consultant and collaborator, helping classroom teachers plan units and lessons that will challenge all students appropriately through differentiation of the curricula.  Particular attention is paid to extending the depth and complexity of the learning outcomes in developing and adapting units and lessons.

As an advocate for meeting the academic and affective needs of gifted and talented students, Mrs. Hash coordinates and monitors the services provided for each student in the Challenge program by meeting and communicating with students, teachers, guidance counselors, administrators, and parents.