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District Regulation

2464 - GIFTED AND TALENTED PUPILS (M)

Section: Program Date Created: October 2013 Date Edited: October 2020

 

M

 

A. Identification and Selection

 

1. Classroom teachers will be familiar with the criteria for identifying gifted and talented students and will be alert to students who exhibit those criteria.

 

2. The Enrichment Specialist/classroom teacher will review the cumulative files of all students in grades Kindergarten through twelve against the criteria for identifying gifted and talented students.  The review will include consideration of intelligence ratings, classroom achievements, the results of standardized testing, and teaching staff member observation reports.

 

3. The Enrichment Specialist/classroom teacher will confer with past and present teachers of any student identified in the review of files and of any student recommended for screening by a teacher.

 

B. Selection Criteria

 

A student will be considered for participation in the program for gifted and talented students who:

 

1. Has an I.Q. of 130 or higher;

 

2. Has standardized test scores in the 97th percentile in two or more subject areas;

 

3. Is highly motivated to achieve academically;

 

4. Consistently demonstrates academic performance at least 1-2 grade levels above his/her own;

 

5. Consistently demonstrates intellectual or creative ability of a nature not readily susceptible to testing; or

 

6. Displays an extraordinary artistic creative talent with a high degree of self-motivation.

 

C. Program

 

1. The theoretical basis for the Schoolwide Enrichment Program is developed on the Enrichment Triad Model designed and developed by Joseph Renzulli and other at the University of Connecticut.

 

Type I: General Exploration

 

Definition: Experiences designed to expose learners to topics or areas of study in which they may have an interest.

 

Target: All students.

 

Objectives:

 

To stimulate new interests that might lead to more intensive follow-up (Type I and II) individually or small groups of students.

 

Type II: Training Activities

 

Definition: Instruction is designed to promote the development of higher level thinking and feeling processes.

 

Target: All students according to interest and ability.

 

Objectives:

 

To develop learning and how-to-learn skills such as notetaking, interviewing, classifying, analyzing data, drawing conclusions.

 

To develop creative and critical thinking skills.

 

To develop affective processes such as appreciating and valuing.

 

To develop problem solving, communication skills.

 

Type III: Investigations

 

Definition: Activities in which the student becomes an actual investigator of real-life problem and topic.

 

Target: Individuals and small groups who pursue topics at advanced levels of involvement.

 

Objectives:

 

To provide opportunities for students to apply knowledge, creative ideas and task commitment to a self selected problem.

 

To acquire advanced level knowledge (content) and methodology (process), and understanding.

 

To develop authentic products.

 

To develop the ability to interact effectively with people (students, teachers, mentors, specialists).

 

2. When a student has been identified as gifted or talented, the Enrichment Specialist/subject area teacher will:

 

a. Interview each selected student for additional information about the student and for guidance in establishing an enriched educational program for the student, and

 

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

 

3. Because the enrichment needs of gifted and talented students can be met through a wide variety of activities and teaching strategies, program content will be individually prescribed and based on students’ unique interests and talents.

 

4. 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.

 

5. No enrichment program will replace the basic instructional program appropriate to the student’s grade level.

 

6. The enriched educational program for a gifted or talented student may consist of:

 

a. Additional classroom studies and assignments,

 

b. Special classes in appropriate studies,

 

c. Out-of-class sessions with the Enrichment Specialist, and/or

 

d. Independent projects in after-school sessions supervised by the Enrichment Specialist/mentor.

 

7. A classroom teacher may provide for the needs of gifted and talented students by:

 

a. Presenting content material that is related to broadbased issues, themes, or problems,

 

b. Integrating multiple disciplines into the study area,

 

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

 

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

 

e. Developing research skills and methods,

 

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/Appeals

 

1.   Students in grades K-6 are afforded a variety of experiences through flexible periods as well as instructional tiering and differentiation as described in C.7, therefore an exit procedure is only necessary for students requesting an adjustment to his/her curricular program in grades 7-12; as it pertains to accelerated courses and elective programming.  In these instances, the student, parent(s), counselor and teacher will be a part of the decision-making process.

 

2. A parent or guardian shall have the right to appeal any decision as it relates to program enhancement/enrichment (K-6) or program change (7-12) using the following procedure: 

a. A decision by the Principal can be appealed to the Assistant Superintendent.  This must be in writing and should be specific and complete.  The appeal must contain all relevant information and documentation. 

b. A decision by the Assistant Superintendent may be appealed to the Superintendent.  This appeal must be in writing and should be similarly specific and complete; 

c. A decision by the Superintendent may be appealed to the Board of Education.  This appeal must be in writing and should be similarly specific and complete;

d. A decision by the Board of Education may be appealed to the Commissioner of Education of the State of New Jersey.  This must be in writing and should be similarly specific and complete.       

 

 

Issued:    14 October 2013

Revised: 12 October 2020

 

 

 

 

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