Vernon Township Public Schools Gifted And Talented Education

K-12

~ G.A.T.E. Program ~

School Year 2015-2016

Program Design Facilitated By:

Dr. Charles McKay ~ Assistant Superintendent for Curriculum and Instruction

Mr. Russell Rogers ~ K-12 Supervisor of Math

Mrs. Karen Stoeckel ~ K-12 Supervisor of Language Arts

Building Principals

Mrs. Rosemary Gebhardt ~ Walnut Ridge Primary School

Mr. Dennis Mudrick ~ Cedar Mountain Primary School

Dr. Stew Stumper ~ Rolling Hills Primary School

Ms. Edwina Piszczek ~ Lounsberry Hollow Middle School

Dr. Pauline Anderson ~ Glen Meadow Middle School

Mr. Timothy Dunnigan ~ Vernon Township High School

Mrs. Kristen Gudenkauf ~ K-6 Math Instructional Coach

Mr. Vincent Gagliostro ~ K-6 Math Instructional Coach

Table of Contents

*Introduction………………………………………………………………..1

*Program Philosophy…………………………………………………….2

*Bright Learners vs. Gifted Learners………….………………….3

*Renzulli’s Factors of Gifted Behavior…………………………..4

*Goals and Objectives…………………………………………………..5

*Program Description: A Three-Tiered Approach…………6

*Identification Matrix………………………………………….………..7-9

*Board Policy and Regulation ………………………………………10-12

*NJ Department of Education FAQs……………………………..13-17

Vernon Township Public Schools Gifted and Talented Education

Introduction

The Vernon Township School District believes that all children can and will learn. Over recent years, to fulfill this belief, the district has put into place scientifically vetted and researched programs at the K-6 levels. Programs such as reading workshop, writing workshop, and Math in Focus are rooted in differentiation. In other words, these district programs lend themselves to the modification of curriculum and instruction according to content, process, product and/or the learning environment to meet the unique needs of all students.

Nonetheless, certain students exhibit characteristics of a gifted learner and therefore differ from a bright child. Using the research of Joseph Renzulli, the district’s K-6 GATE program subscribes to the belief that above average ability, creativity, and task commitment contribute to the makeup of the gifted child.

Beginning in grade 6 in math and grade 7 in Language Arts, accelerated classes are available to students in the content areas. There will be a tiered approach in place to enrich qualifying students with explicitly stated criteria. Services will be provided by the district’s media specialists, math coaches, and other assigned personnel. The identification process for GATE services is on-going and will commence approximately October 15th of each school year.

The district will treat the GATE program as a dynamic and malleable program and adapt and modify it as necessary to meet the changing needs of students on an on-going basis. Therefore, while this manual is intended to serve as an informational publication, it too will evolve as the program does over time.

Page 1

Vernon Township Public Schools Gifted and Talented Education

Philosophy

The Gifted and Talented Enrichment program of the Vernon Township School District will strive to meet the educational needs of students who meet the clear and explicit program entrance requirements. Fulfillment of the identification matrix criteria, coupled with teacher recommendation, will help the district identify and service students who possess or demonstrate high levels of ability in one or more of the content areas when compared to their chronological peers.

The program is rooted in current research on education for the gifted. In addition, it is also designed to engage students in building knowledge, skills, and dispositions that will encourage a love of life-long learning.

The program meets the New Jersey Department of Education’s code and requirements for Gifted and Talented Services (N.J.A.C. 68) as does the philosophy that students in grades 7 – 12 receive services through accelerated, honors, and/or Advanced Placement courses.

Page 2

Vernon Township Public Schools Gifted and Talented Education

Bright Learners vs. Gifted Learners

As part of its philosophical underpinnings, the district uses the work of Janice Szabos and her findings on the characteristics of highly capable learners. Her differentiation of bright learners as compared to gifted learners is embedded in the identification process and teacher recommendation process.

Bright Child Gifted Learners Knows the answers

Is interested Is attentive

Has good ideas Works hard

Answers the questions Top group

Listens with interest Learns with ease

6-8 repetitions for mastery Understands ideas

Enjoys peers Grasps the meaning

Completes assignments Is receptive

Copies accurately Enjoys school

Absorbs information Technician

Good memorizer Enjoys straightforward, sequential

presentation Is alert Is pleased with own learning

Asks the questions Is highly curious

Is mentally and physically involved Has wild, silly ideas

Plays around, yet tests well Discusses in detail, elaborates Beyond the group Shows strong feelings and opinions

Already knows 1-2 repetitions for mastery Constructs

abstractions Prefers adults

Draws inferences Initiates projects

Is intense Creates a new design

Enjoys learning Manipulates information

Inventor Good guesser

Thrives on complexity Is keenly observant Is highly self-critical By, Janice Szabos

Page 3

Vernon Township Public Schools Gifted and Talented Education

Renzulli’s Factors of Gifted Behavior

Joseph Renzulli is a lead philosopher/thinker/writer on gifted behavior. The Vernon School District uses his work as both a research base and a theoretical groundwork for its GATE program. When above average abilities interface with creativity and task commitment, gifted behavior reveals itself. The use of multiple data sources in the identification matrix, along with teacher recommendation, is designed to identify gifted behavior based on this three-pronged approach.

Taken from: http://www.gigers.com/matthias/gifted/three_rings.html

Page 4

Vernon Township Public Schools Gifted and Talented Education

Goals and Objectives

Students will have opportunities that maximize their unique potential.

*Engage students in enrichment and extension of critical thinking opportunities

*Foster problem solving and logical reasoning repertoires through real world exploration

*Facilitate student research and deep exploration of interest driven topics and programs of study

Teacher will provide the pedagogical knowledge, supervision, and resources that maximize instructional differentiation.

*Assigned personnel in each school will support the program through identification and progress monitoring of students

*Teachers, interventionists, coaches, media specialists will be provided with a continuum of professional development for gifted and talented education

*The academic needs of each student will be matched with rigorous instruction

*Assessments will be conducted to ensure program effectiveness and student success

Page 5

Language Arts Math

Based upon student need as indicated through the individualized assessment, Tiers add increasing academics for each cumulative level of competency

VTSD G.A.T.E Program Description

Tier 1

VTSD MatrixGrades 7-12 Problem-Based Learning

DifferentiationEnrichment Center Activities

K-1,5-6: Overseen bybuilding principal2-4: Overseen bymedia specialistDiscovery/Interest learningReading AssignmentsIndependent Research

K-5: Overseen by Math Coaches

Problem-Based Learning 4-5 Math League Enrichment Pull Out

+++

++

VTSD MatrixGrades 6-12Problem-Based LearningMath League

Tier 3(Advanced Class)

Tier 2(Supplemental)

(Classroom)

All Grade Levels

K-6 K-5

6-127-12

Tier 2

VTSD IDENTIFICATION MATRIX - Grade K

Adapted from the Baldwin Identification Matrix for use by Vernon Township School District

Language Arts accepted yes no

Date:Mathematics accepted yes no

Student: School:

Age Grade Sex G.A.T.E. Teacher:

Literacy Assessment Criteria

Scores

5 4 3 2 1 Score

1. Pre-Assessment

2. Developmental Reading Assessment

3. Teacher Inventory

4. Woodcock Johnson IV

Total Score

Math Assessment Criteria

Scores

5 4 3 2 1 Score

1. Pre-Assessment

2. Teacher Inventory

3. Woodcock Johnson IV

Total Score

3. Grades *1st*2nd*3rd

VTSD IDENTIFICATION MATRIX - Grade 1-3Adapted from the Baldwin Identification Matrix for use by Vernon Township School District

Language Arts accepted yes no

Date:Mathematics accepted yes no

Student: School:

Age Grade Sex G.A.T.E. Teacher:

Literacy Assessment Criteria

Scores

5 4 3 2 1 Score

1. Pre-Assessment

2. Developmental Reading Assessment

3. Grades

4. Teacher Inventory

5. Woodcock Johnson IV

Total Score

Math Assessment Criteria

Scores

5 4 3 2 1 Score

1. Pre-Assessment

2. End of Year Math Assessment

4. Teacher Inventory

5. Woodcock Johnson IV

Total Score

VTSD IDENTIFICATION MATRIX - Grade 4-6Adapted from the Baldwin Identification Matrix for use by Vernon Township School District

Language Arts accepted yes no

Date:Mathematics accepted yes no

Student: School:

Age Grade Sex G.A.T.E. Teacher:

Literacy Assessment Criteria

Scores

5 4 3 2 1 Score

1. ELA Diagnostic Assessment

2. Developmental Reading Assessment

3. Grades

4. Teacher Inventory

5. Woodcock Johnson IV

Total Score

Math Assessment Criteria

Scores

5 4 3 2 1 Score1. Math Diagnostic Assessment

2. End of Year Math Assessment

3. Grades

4. Teacher Inventory

5. Woodcock Johnson IV

Total Score

REGULATION VERNON TOWNSHIP

BOARD OF EDUCATION

PROGRAM R 2464/Page 1 of 3

Gifted and Talented Students M

R 2464 GIFTED AND TALENTED STUDENTS

A. Identification and Selection

1. Classroom teachers and educational specialists will be familiar with the criteria for identifying

gifted and talented students and will be alert to students who exhibit those criteria. The identification methodology will be developmentally appropriate, non-discriminatory, and related to the programs and services offered by the district.

2. The nominating faculty will include consideration of classroom achievements, the results of

standardized testing, and teaching staff member observation reports, when considering the recommendation of students. Teachers will be familiar with and review the district developed identification matrix and teacher inventory form.

3. The individual teachers, guidance counselors, and/or the nominating faculty members will

confer with past and/or present teachers of any students identified in the review of files and of any student recommended for screening by a teacher.

4. Assigned certificated personnel will review the recommendations and will select those students

eligible to participate in the program for gifted and talented students

B. Selection Criteria

Students will be considered for participation in the gifted and talented program when compared to their peers within the district. A student will be considered for participation in the program for gifted and talented pupils based on the following identification criteria: 1. A specific Teacher Inventory Form will be used to identify students with gifted potential in

grades Kindergarten through six. The student’s teacher will make such nominations. At the grades 7-12 levels potentially gifted students are identified through advanced level course offerings.

2. For students entering grades K- 6, identification criteria will be:

a. Based on the district developed identification matrix outlined in the district’s Gifted and Talented Enrichment (GATE) program.

C. Program

Kindergarten through Six: 1. When a student has been identified as gifted or talented, coaches, teachers, guidance counselors,

or the nominating faculty members will:

PROGRAM R 2464/Page 2 of 3

Gifted and Talented Students

a. Apprise the student’s parent(s) or legal guardian(s) on the goals of the pupil’s program and secure the parent(s) or legal guardian(s) cooperation and permission for the student’s participation in the program,

b. Screen each selected pupil for additional information about the student and for guidance in

establishing an enriched educational program for the student,

c. Confer with the student’s teacher about a proposed educational program for the student.

2. The enrichment needs of gifted and talented students can be met through a wide variety of activities and teaching strategies. Appropriate curricular and instructional modifications will be developed for gifted students and the program will address appropriate content, process, products and learning environment.

3. Each student’s program will seek to involve the student in all subject areas that can provide

growth and stimulation in higher cognitive processes such as interpretation, extrapolation, translation, application, analysis, synthesis, and evaluation.

4. No enrichment program will replace the basic instructional program appropriate to the student’s

grade level.

5. The enriched educational program for a gifted and talented student may consist of:

a. Additional classroom studies and assignments,

b. Special classes in appropriate studies,

c. Out-of-class sessions with appropriate instructors,

d. Independent projects,

e. General information, as well as content-specific information, as provided for in the curriculum frameworks developed by the New Jersey Department of Education.

Grades 7-12 At the grades 7-12 levels, gifted and talented students are serviced through advanced level course offerings.

6. A classroom teacher may provide for the needs of gifted and talented pupils by:

a. Presenting content material that is related to broad-based issues, themes, or problems,

b. Integrating multiple disciplines into the study area,

c. Allowing for in-depth learning of a topic selected by the pupil within the study area,

d. Developing the pupil’s independent and self-directed study skills,

e. Developing research skills and methods,

PROGRAM

R 2464/Page 3 of 3 Gifted and Talented Students

f. Integrating higher level thinking skills into the curriculum,

g. Focusing on open-ended tasks,

h. Using new techniques, materials, and forms,

i. Encouraging the development of self-understanding, and

j. Encouraging self-appraisal and evaluation.

D. Exit Procedures

1. Each student identified as gifted and talented will be assessed annually for the continuing

appropriateness of his/her enriched program. Assessment may include: a. Screening the student, the student’s parent(s) or legal guardian(s), and collaboration with

teaching staff members educationally responsible for the student

b. Review of the student’s, including relevant test results, and

c. Review of the student’s work in the preceding school year.

2. The program will be revised as required to meet the student’s needs and/or interests.

3. The student may be withdrawn from the gifted and talented program when:

a. The student’s academic record indicates a decline in performance,

b. The student wishes to withdraw and his/her parent(s) or legal guardian(s) consents to withdrawal, or

c. The student’s parent(s) or legal guardian(s) requests withdrawal.

4. A decision to withdraw a student from the gifted and talented program will be made by the

student’s classroom teachers, coaches, Guidance counselors, or the principal or his/her designee, the student’s parent(s) or legal guardian(s), and, where appropriate, student.

Issued: 12 February 2016

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Curriculum and Instruction Frequently Asked Questions Gifted and Talented Services 1. How does New Jersey Administrative Code define a gifted and talented stu-dent?The regulations (N.J.A.C. 6A:8-3.1) define gifted and talented students as: Those stu-dents who possess or demonstrate high levels of ability, in one or more content areas,when compared to their chronological peers in the local district and who require modifi-cation of their educational program if they are to achieve in accordance with their capa-bilities.2. How should students be identified?The regulations require that students be compared to their chronological peers in thelocal school district. New Jersey does not have state-level criteria such as mandatedtests or assessments, grade point averages, or IQ scores. Local school districts mustuse multiple measures to identify students.3. What does the state mean by “multiple measures?”District boards of education must make provisions for an ongoing K-12 identificationprocess for gifted and talented students that includes multiple measures, includingbut not limited to, achievement test scores; grades; student performance or products;intelligence testing; parent, student, and/or teacher recommendation; and other appro-priate measures. Local school districts should ensure that the identification methodolo-gy is developmentally appropriate, nondiscriminatory, and related to the programs andservices offered (e.g., using math achievement to identify students for a math pro-gram).4. What services are required?All public school districts must have a board-approved gifted and talented identificationprocess and provide services for identified students enrolled in the grades of thatschool district. The regulations require that identification and services be made availa-ble to students in grades K-12.5. When should districts identify students for giftedness?N.J.A.C. 6A:8-3.1(a)5 ii requires district boards of education to provide appropriate K-12 educational services for gifted and talented students. Therefore, the identifica-tion process and appropriate educational challenges must begin in kindergarten or up-on entrance to the school or district. There is a misconception that schools are not re-quired to identify students prior to grade three or that students who are new to a districtmust complete a state-mandated waiting period before they can be evaluated. Thatinformation is inaccurate. Additionally, local school districts are not obligated to identifystudents prior to their enrollment in the public school (e.g., three-year olds, studentsenrolled in community early childhood programs or private kindergartens). Localschool districts are not obligated to identify students attending nonpublic schools.

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6. Can a student be gifted in more than one content area?Yes. If a district uses appropriate and multiple measures to identify students, it is likely that studentswill be identified as having multiple strengths and services should be provided to address the identi-fied strengths.

7. We don’t administer standardized tests until grade three. How can we identify students ingrades K-2?District boards of education are required to identify students in grades K-12. The state does not re-quire the use of standardized tests, including the NJASK-3, as part of the identification process. Lo-cal districts can identify students using other assessments, including student products, screeningchecklists, and other identification methods.

8. Must PreK students be identified? Must a district identify students who are not age-eligible for school entrance?No, the regulations are applicable to K-12 students who are enrolled in a public school.

9. What types of instructional accommodations must be made for students identified as gift-ed and talented?The regulations require that district boards of education provide appropriate K-12 services for giftedand talented students. This includes appropriate curricular and instructional modifications for giftedand talented students indicating content, process, products, and learning environment. Districtboards of education must also take into consideration the PreK-Grade 12 National Gifted ProgramStandards of the National Association for Gifted Children in developing programs for gifted and tal-ented students. A copy of those standards was sent to every chief school administrator and is avail-able at http://www.nagc.org/. In addition, each curriculum framework developed by the NJDOE pro-vides general, as well as content-specific information on gifted education (e.g., terminology, exam-ples of appropriate practices). The frameworks can be accessed at: http://www.nj.gov/njded/frameworks/ or at www.nj.gov/njded/aps/cccs.

10. Does the state require a specific program or model for elementary or middle-level stu-dents?No, the state does not endorse a particular program or model. Program models might include, butare not limited to, pull-out programs, classroom-based differentiated instruction, acceleration, flexiblepacing, compacted curricula, distance learning, advanced classes, or individualized programs.

11. Can honors or Advanced Placement (AP) courses be used to satisfy the requirements atthe high school level?While that is a local decision, it is important to note that these courses may not address all areas ofgiftedness identified prior to high school. High schools must have an identification process and, assuch, may establish certain prerequisites for entrance into honors or AP courses. The state doesnot define what constitutes an “honors” course.

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12. Must gifted services be offered during the school day?Appropriate adaptations are required in order to assist all students to achieve the New Jer-sey Core Curriculum Content Standards. N.J.A.C. 6A:8-3.1 states that district boards of ed-ucation shall ensure that curriculum and instruction are designed and delivered in such away that all students are able to demonstrate the knowledge and skills specified by the CoreCurriculum Content Standards and shall ensure that appropriate instructional adaptationsare designed and delivered for students with disabilities, for students with limited Englishproficiency, and for students who are gifted and talented. Meeting the needs of gifted stu-dents is not an extra-curricular activity or club but a requirement for all New Jersey publicschools.13. Does the state or federal government provide funding for gifted programs?The state does not provide specific, dedicated funds for gifted programs; however, districtboards of education are required to provide identification and services using state aid andlocal revenues.14. Are local school districts obligated to accept the evaluation of a student’s gifted-ness from another state, school district, or independent service?No. The district board of education establishes the identification criteria, and students arecompared to their chronological peers within the district. Therefore, the district is not obli-gated to accept an out-of-district evaluation. However, new students, particularly those thathave been identified as gifted in another setting, should be evaluated by the district in atimely manner.15. What is “twice exceptional?”Students who are identified as twice-exceptional may have learning disabilities that masktheir giftedness. These students may require different identification methods and programmodifications to reach their full potential. It should not be assumed that students with disa-bilities cannot participate in gifted and talented programs.16. How should districts identify limited English proficient students?Students with limited English proficiency (LEP) may be at a significant disadvantage whenusing more traditional identification methods. Students from disadvantaged households,ethnic minority students and LEP students are clearly underrepresented in gifted pro-grams. For more information on addressing the needs of diverse student populations,please see http://www.gifted.uconn.edu/nrcgt/newsletter/winter05/winter053.html.17. Does the state provide financial aid to K-12 gifted students to attend privateschools?No, New Jersey does not provide financial assistance to attend private schools or special-ized programs for K-12 students. However, there are private entities, such as the DavidsonInstitute for Talent Development, that provide assistance and services for profoundly giftedstudents. For more information, please go to http://www.ditd.org/. In addition, the Center forTalented Youth (CTY) at Johns Hopkins University is another source of specialized pro-grams and assistance. For more information on CTY, please go to http://cty.jhu.edu/about/index.html.18. Does the state support gifted magnet schools?New Jersey does not have statewide specialized magnet schools in the arts, science, ortechnology. Some district boards of education have created specialized schools and pro-grams for gifted and talented students within the boundaries of the local district or within aspecified region of the state.

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19. How should gifted services be documented on a student’s transcript or reportcard?Student performance should be documented as in any other course using grades, narra-tives, or other means. Unlike some states, New Jersey does not require the use of an indi-vidualized education plan (IEP) for gifted students.

20. If I am unhappy with the services currently available to my child, what should Ido?It is important to have a clear understanding of district procedures and policies before ex-pressing your concerns. Look at the student handbook or on your district’s Web site for in-formation on the gifted program. Next, you should talk with your child’s teachers, the build-ing principal, and the district’s gifted coordinator before discussing your concerns with thedistrict administration. If your concerns are still not resolved, you should put your concernsin writing to the district administration with a copy to the county superintendent.

21. I am moving to New Jersey from another state. How can I find out which New Jer-sey schools have the best gifted and talented programs? How can I find out whatprograms are offered in certain schools?All New Jersey public school districts are required to identify gifted and talented studentsand provide services. The types of services may differ from district to district. New Jerseydoes not rank or otherwise evaluate specific gifted programs. For information on programsand services available in a particular district, contact the district or check out its Website. Contact information on schools and districts is available at http://www.state.nj.us/education/directory/. You can also find out more about gifted education in New Jersey bygoing to http://www.njagc.org/ and http://www.njping.net/.

22. Does the No Child Left Behind Act (NCLB) address the gifted child?The federal government does not prescribe programs and services for gifted students(unlike special education). NCLB focuses on improving student achievement with particularemphasis on students in high-need schools. Gifted students are not a subgroup populationexamined under NCLB testing parameters.23. Is federal funding available to support gifted education?The only federal funds specifically earmarked for gifted education are the Javits Grantswhich support research centers. New Jersey is not a recipient of these funds.24. What state or national organizations support the needs of gifted students? Howcan I contact them?The New Jersey Association for Gifted Children (NJAGC) assists schools, teachers, parentsand students. For more information on New Jersey programs, consult the NJAGC Websiteat http://www.njagc.org/. Additionally, the Gifted Child Society is a nonprofit organizationthat was founded in 1957 by parents of New Jersey to further the cause of gifted children.More information is available on its Website at http://www.gifted.org/.At the national level, the National Association for Gifted Children (NAGC) is an organizationof parents, teachers, educators, other professionals, and community leaders who unite toaddress the unique needs of children and youth with demonstrated gifts and talents as wellas those children who may be able to develop their talent potential with appropriate educa-tional experiences. For further

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information on national efforts on behalf of gifted children, go to http://www.nagc.org/index.aspx?id=585&al.

25. I am looking for summer programs for my child. What’s available?District boards of education may provide summer enrichment programs for all stu-dents. One of the best-known national programs, the Summer Institute for the Gifted (SIG),began in 1984 with a single session in New Jersey, and has expanded over the past twenty-one summers to include eleven residential sessions in seven states and four-day programs.In 2008, SIG served close to two thousand academically gifted students in kindergartenthrough 11th grade. The mission of the Summer Institute for the Gifted (SIG) is to providethe highest quality educational and social opportunities for academically gifted and talentedstudents through programs designed to meet their abilities and needs. For more informationgo to: http://www.giftedstudy.com/

26. I would like to have my child tested for giftedness. Are there independent re-sources for assessing degrees of giftedness for students? Will my health insurancecover such testing?While the department does not endorse a particular program or practitioner, the Gifted ChildClinic at the Robert Wood Johnson Medical School serves as a referral agency for childrenwho are thought to be gifted or talented. Children between three and twelve years of ageare referred by parents, pediatricians and educators. A battery of tests is used to evaluatethe children for signs of giftedness. Among these are standardized measures of cognitiveability, informal assessments of special skills and behavioral observations. For more infor-mation please go to: Gifted Child Clinic. There are also a number of independent practition-ers, such as child psychologists or learning consultants, who provide such services. Youshould discuss your concerns with your child’s healthcare provider and confer with your in-surance provider about the applicability of these services for reimbursement.

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