PROGRAM FOR GIFTED & TALENTED STUDENTSgloucestertownshipschools.entest.org/IMPACT Program Handbook.pdfGifted children's behavior differs from that of their age-mates in the following

Revised 2015

Gloucester Township Public Schools

PROGRAM

FOR

GIFTED & TALENTED STUDENTS

Handbook

Elementary School Program

Impact your future

Impact your community

Impact the World

Making School Work For All Students

Gloucester Township Public Schools Gifted and Talented Services

Department of Curriculum and Instruction Making school work for all students

1

Forward

The Gloucester Township Board of Education provides a continuum of services that is

comprehensive and differentiated according to the multi-faceted needs of gifted learners.

This handbook describes Gloucester Township’s gifted elementary school program,

IMPACT!. The program was developed to include curricular, instructional, enrichment, and

counseling opportunities directed towards challenging and addressing the unique needs of gifted

and talented learners.

The New Jersey Department of Education’s administrative code requires that school

districts provide appropriate K-12 services for gifted and talented students. This includes

appropriate curricular and instructional modifications for gifted and talented students indicating

content, process, products, and learning environment. Per state regulations district boards of

education must also take into consideration the PreK-Grade 12 National Gifted Program

Standards of the National Association for Gifted Children (NAGC) in developing programs

(www.nj.gov/njded/aps/cccs).

The Gloucester Township IMPACT Committee has followed both NJ State Code

(N.J.A.C. 6A:8-3.1) and gifted program standards established by NAGC in the design of the

IMPACT! Elementary School Program.

http://www.nj.gov/njded/aps/cccs



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Table of Contents

Mission and Vision ……………………………………………………………………………… 3

21st Century Life and career Standards ………………………………………………….………. 4

IMPACT! Units of Study …………………………………………………………………….….. 5

Levels of Service Model ………………………………………………………………………… 6

Shared Responsibility ……………………………………………………………...……………. 7

Research Based Gifted and Talented Practices ………………………..………………………… 8

Gifted Children’s Bill of Rights .………………………………………………………………… 9

Gifted and Talented Children’s Characteristics ……………………………………………...… 10

Identification Criteria ……………………………...…………………………………………… 12

Identification Procedures……………………..………………………………………………… 13

Resources ………………………………………………………….…………………………… 15

Additional Documents:

Gifted and Talented Identification Criteria



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MISSION & VISION

Gifted and Talented IMPACT! Program Mission:

It is the mission of the Gloucester Township Public Schools IMPACT! Program to design

and develop gifted and talented programming which meets NJ Common Core Curriculum

Standards, integrates challenge and rigor for high ability learners, and addresses the unique

learning styles and social emotional needs of students with gifts and talents.

“Working together we can ensure that your children and our students receive the public

education they deserve, and more importantly, that they need for their futures.”

~ Superintendent John Bilodeau

Gifted and Talented IMPACT! Program Vision:

IMPACT! Students will develop skills needed to become visionary 21st century leaders

and community contributors. Students will be immersed in problem solving activities in the

Humanities as well as Science, Technology, Engineering and Mathematics (STEM).

Students will learn collaborative work practices, critical thinking techniques, problem

solving processes while accessing advanced and enriching content. Projects will require strong

communication skills both in person and through digital media. Student productivity and

accountability will include reflective practices.



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21st Century Life and Career Standards

The Gloucester Township Public Schools IMPACT! Program utilizes the New Jersey

Core Curriculum Contents Standards 21st Century Life and Career Standards for curriculum and

instructional planning. These standards align with the program mission and vision of creating

21st problem solvers, leaders, and contributors.

New Jersey Core Curriculum Content Standards

9.1 21st Century Life Skills

A. Critical Thinking & Problem Solving

B. Creativity and Innovation

C. Collaboration, Teamwork and Leadership

D. Cross-Cultural Understanding and Interpersonal Communications

E. Communication and Media Fluency

F. Accountability, Productivity and Ethics

http://www.state.nj.us/education/cccs/standards/9/9-1.htm

http://www.state.nj.us/education/cccs/standards/9/9-1-A.htm

http://www.state.nj.us/education/cccs/standards/9/9-1-B.htm

http://www.state.nj.us/education/cccs/standards/9/9-1-C.htm

http://www.state.nj.us/education/cccs/standards/9/9-1-D.htm

http://www.state.nj.us/education/cccs/standards/9/9-1-E.htm

http://www.state.nj.us/education/cccs/standards/9/9-1-F.htm



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IMPACT! Units of Study

Grade Humanities STEM Other

K Relationships in

Mathematics

Logic and Critical

Thinking

Imagery

1 Thinking Puzzles (Using above level

reading, spelling, and

vocabulary and reasoning

skills )

Logic and Critical

Thinking

Visual Discernment

2 Verbal Puzzles

(example: Analogies)

Mathematical Puzzles Creative Thinking (processes of fluency,

flexibility, originality,

elaboration)

3 Scientific

Investigations (investigations in

physical science, life

science, earth science,

and technology)

Research Process (Topics include optical

illusions, the brain,

constellations,

cartooning,

aerodynamics, renewable

resources and natural

disasters)

4 Mock Trial

Colony Simulation

5 Economics and Trade

Robotics



6

Levels of Service Model of Gifted and Talented Services

Gloucester Township Public Schools provides a multi-tiered level of services model of gifted

and talented education. Many students will receive Tier 1 challenge and enrichment

opportunities as part of core classroom instruction. Identified IMPACT! Students will receive

Tier 2 services as a pull-out enrichment opportunity. A few students will receive Tier 3 services

which include an alternative curriculum, independent projects, specialized programs, or

specialized counseling.

Tier 3

Services for a few students (1%)

* Alternate curriculum,

*Indepenent or modified assignments,

*Specialized counseling

Tier 2

Services for some students (10%)

* Pull-out IMPACT! classes

Tier 1

Services for many students

* Gifted and Talented Adaptaions and instructionalstrategies within core curriculum,

*Enrichment activities

* Differentiated instruction



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Shared Responsibility for Gifted and Talented Primary areas of responsibility are categorized in the chart below:

District Adminstration

District Administration

* Create framework for program delivery that aligns to NAGC standards, NJ state code, and district mission and vision

* Design program,curriculum, and identification criteria

*Evaluate overall program effectiveness

* Communicate program goals, changes, and standards to all stakeholders

* Approve curricular connection of all instruction and activities

* Provide professional development and training for staff

Building Administration

* Schedule IMPACT classes and activities

* Monitor program fidelity within the school

* Budget and provide resources

* Evaluate teacher effectiveness

* Daily oversight of teaching staff

* Approve of all field trips or other activities including scheduling and transporation

* All student safety or disciplinary procedures or concerns

IMPACT! Teachers

* Utilize research-based classroom instruction strategies for diverse gifted students

* Monitor student learning and provide feedback

* Utilize motivational strategies for different learning styles

* Communicate classroom goals, procedures, and expectations to students and parents

* Evaluate all students in the school for possible IMPACT! identification based on district procedures and criteria

Parents

* Read all guidelines in handbook

* Utilize parent resources

* Follow Gifted Child's Bill of Rights

* Communicate with classroom teacher and IMPACT! teacher

* Support and extend classroom learning into the home environment

Students

* Work collaboratively with all students

* Follow all rules, guidelines, and procedures of the school

* Accept leadership and service role in the class, school, and the communnity

Classroom Teacher

*Communicate with parents and IMPACT! Teacher

* Utilize Gifted and Talented Adaptations in curriculum

* Provide enrichment and challenge opportunities for gifted students



8

Research Based Practices for Gifted and Talented Education

The Gloucester Township Public Schools provides the following research based gifted

and talented programming practices. These practices provide an accelerated and enriched

learning environment for all gifted and talented students.

Acceleration

Educational acceleration is one of the cornerstones of exemplary gifted education practices,

with more research supporting this intervention than any other in the literature on gifted

individuals. The practice of educational acceleration has long been used to match high-level

students’ general abilities and specific talents with optimal learning opportunities

Curriculum Compacting

This important instructional strategy condenses, modifies, or streamlines the regular

curriculum to reduce repetition of previously mastered material. “Compacting” what students

already know allows time for acceleration or enrichment beyond the basic curriculum for

students who would otherwise be simply practicing what they already know.

Grouping

The practice of grouping, or placing students with similar abilities and/or performance

together for instruction, has been shown to positively impact student learning gains. Grouping

gifted children together allows for more appropriate, rapid, and advanced instruction, which

matches the rapidly developing skills and capabilities of gifted students.

Pull-Out and Other Specialized Programs

Programming options for gifted and talented students occur in a variety of ways, and research

demonstrates the effectiveness of pull-out programs, specialized classes, and other special

programs and schools and the curriculum these services use in raising student achievement.

Teacher Training

Teachers who know how gifted students learn and are well trained in gifted education

strategies are critical to high-level gifted programs; however, most gifted students spend their

school days in the regular classroom. Providing basic training for all teachers on recognizing

and serving advanced students helps identify and more appropriately educate those students in

the regular classroom.

(http://www.nagc.org/resources-publications/gifted-education-practices)



9

Gifted Children’s Bill of Rights

You have a right to:

know about your giftedness.

learn something new every day.

be passionate about your talent area without apologies.

have an identity beyond your talent area.

feel good about your accomplishments.

make mistakes.

seek guidance in the development of your talent.

have multiple peer groups and a variety of friends.

choose which of your talent areas you wish to pursue.

not to be gifted at everything.

-

- Del Siegel, NAGC President



10

Gifted & Talented Children’s

General, Learning, and Creative Characteristics

Because gifted children are so diverse, not all exhibit all characteristics all of the time. However,

there are common characteristics that many gifted individuals share. Learn more about gifted

children and their unique abilities at: www.nagc.org/resourcespublications/resources/frequently-

asked-questions-about-gifted-education

General Behavior Characteristics

Gifted children's behavior differs from that of their age-mates in the following ways:

1. Many gifted children learn to read early, with better comprehension of the nuances of

language. As much as half the gifted and talented population has learned to read before

entering school.

2. Gifted children often read widely, quickly, and intensely and have large vocabularies.

3. Gifted children commonly learn basic skills better, more quickly, and with less practice.

4. They are better able to construct and handle abstractions.

5. They often pick up and interpret nonverbal cues and can draw inferences that other children

need to have spelled out for them.

6. They take less for granted, seeking the "hows" and "whys."

7. They can work independently at an earlier age and can concentrate for longer periods.

8. Their interests are both wildly eclectic and intensely focused.

9. They often have seemingly boundless energy, which sometimes leads to a misdiagnosis of

hyperactivity.

10. They usually respond and relate well to parents, teachers, and other adults. They may prefer

the company of older children and adults to that of their peers.

11. They like to learn new things, are willing to examine the unusual, and are highly inquisitive.

12. They tackle tasks and problems in a well-organized, goal-directed, and efficient manner.

13. They exhibit an intrinsic motivation to learn, find out, or explore and are often very

persistent. "I'd rather do it myself" is a common attitude.

Learning Characteristics

Gifted children are natural learners who often show many of these characteristics:

1. They may show keen powers of observation and a sense of the significant; they have an eye

for important details.

2. They may read a great deal on their own, preferring books and magazines written for children

older than they are.

3. They often take great pleasure in intellectual activity.

4. They have well-developed powers of abstraction, conceptualization, and synthesis.

5. They readily see cause-effect relationships.

http://www.nagc.org/resourcespublications/resources/frequently-asked-questions-about-gifted-education

http://www.nagc.org/resourcespublications/resources/frequently-asked-questions-about-gifted-education



11

6. They often display a questioning attitude and seek information for its own sake as much as

for its usefulness.

7. They are often skeptical, critical, and evaluative. They are quick to spot inconsistencies.

8. They often have a large storehouse of information about a variety of topics, which they can

recall quickly.

9. They readily grasp underlying principles and can often make valid generalizations about

events, people, or objects.

10. They quickly perceive similarities, differences, and anomalies.

11. They often attack complicated material by separating it into components and analyzing it

systematically.

Creative Characteristics

Gifted children's creative abilities often set them apart from their age-mates. These

characteristics may take the following forms:

1. Gifted children are fluent thinkers, able to generate possibilities, consequences, or related

ideas.

2. They are flexible thinkers, able to use many different alternatives and approaches to problem

solving.

3. They are original thinkers, seeking new, unusual, or unconventional associations and

combinations among items of information.

4. They can also see relationships among seemingly unrelated objects, ideas, or facts.

5. They are elaborate thinkers, producing new steps, ideas, responses, or other embellishments

to a basic idea, situation, or problem.

6. They are willing to entertain complexity and seem to thrive on problem solving.

7. They are good guessers and can readily construct hypotheses or "what if" questions.

8. They often are aware of their own impulsiveness and irrationality, and they show emotional

sensitivity.

9. They are extremely curious about objects, ideas, situations, or events.

10. They often display intellectual playfulness and like to fantasize and imagine.

11. They can be less intellectually inhibited than their peers are in expressing opinions and ideas,

and they often disagree spiritedly with others' statements.

12. They are sensitive to beauty and are attracted to aesthetic values.

List courtesy of the Educational Resources Information Center (ERIC) and the Rhode Island State Advisory

Committee on Gifted & Talented, 2014.



12

Identification of Gifted and Talented Students

Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an

exceptional ability to reason and learn) or competence (documented performance or

achievement in top 10% or rarer) in one or more domains. – NAGC

Those students 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

modification of their educational program if they are to achieve in accordance with their

capabilities. – New Jersey Department of Education, 2009.

Giftedness is present in children from all cultural groups, across all economic strata, and

in all areas of human endeavor. In order to fairly evaluate students with barriers to advanced

achievement, research suggest use of multiple measures including aptitude, diagnostics, and

achievement. Gloucester Township Public schools employs various measures to ensure fair

identification of all learners with advanced potential as described in the chart below.



13

Identification Procedures

Gloucester Township Public Schools utilizes the Otis-Lenin School Ability Test, Naglieri

Non-Verbal Ability Test, STAR Reading Enterprise and Star Math Enterprise, NJASK English

Language Arts and Mathematics, and grades to evaluate students. All students in the district will

be evaluated based on a two-step process of initial screening and detailed evaluation.

Screening Process

The screening process will take place in June of each school year. There are three screening

pathways for students. Students scoring 118+ on the OLSAT will automatically be evaluated

further. Teacher Recommendations will be solicited by the IMPACT! teachers in June.

Parent/Student Nominations will be accepted in June. Forms will be available at each school.

An additional mid-year screening will take place for grades K and 1.

Detailed Evaluations:

Detailed evaluations of screened students will take place in June- July of each school year. The

forms used for evaluations are available in the document Gifted and Talented Identification

Criteria Charts.

See Flow Chart on page 14 for further reference

Exit Procedures:

IMPACT! students are expected to meet academic requirements. Students who show a decline in

academic performance are subject to removal from the program. Parents will be contacted by the

IMPACT! teacher if a student shows a decline in performance and an action plan will be

developed to remediate the area of underperformance. If the student does not meet the goals of

the action plan, the student may be removed from the program.



14

K -1 Screening and Evaluation Process

2nd

-5th

Grade Screening and Evaluation Process:

•January Mid Year teacher Recommendations

•* * June End of Year Teacher Recommendations

•Records reviewed in June

118 + OLSAT score

•Accepetd in June

Teacher Recommendations

•Accepetd in June

Parent/Student

Nomination

Detailed Evaluation

based on multiple

measures of

aptitude, skills, and

achievement

(June-July)

Students who meet

the IMPACT!

requirements are

placed for the

following year

(July-August)

Administer

NNAT Test

and

conduct

evaluation

Students

with

required

score

Identified

as Gifted

and

Talented

Classroom teacher

receives enrichment

material and

support from

IMPACT! teacher



15

Parent and Educator Resources

www.davidsoninstitute.org Davidson Institute for Talent Development

www.education.uiowa.edu/belinblank Belin & Blank International Center for Gifted

Education and Talent Development at the University of Iowa

www.gifted.uconn.edu Neag School of Education UConn

www.hoagiesgifted.org Hoagies’ Gifted Education Page

www.nagc.org National Association for Gifted Children

www.njagc.org New Jersey Association for Gifted Children

www.nrcgt.org National Research Center on the Gifted & Talented

http://www.sengifted.org/ Supporting the Emotional Needs of the Gifted

http://www.davidsoninstitute.org/

http://www.education.uiowa.edu/belinblank

http://www.gifted.uconn.edu/

http://www.hoagiesgifted.org/

http://www.nagc.org/

http://www.njagc.org/

http://www.nrcgt.org/

http://www.sengifted.org/