Gifted and Talented Students

As defined by the regulations readopted on June 1, 2005 by the State Board of Education, gifted and talented students are: 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.

Vision

The Little Silver School District is committed to providing the best educational experiences for all of its students. Little Silver is committed to developing and providing educational services that promote the potential of its exceptionally able students.

Understanding the needs of our students

~Who are these children we call gifted?
~How do we know they have different and differing learning needs? ~How do we help others understand this?

NAGC Gifted Program Standards Program Design

Guiding Principle
Gifted learners are not just gifted for a specific time each day or week Services are a required part of their total educational environment in order for maximum learning to take place

Guiding Principle
Differentiated curriculum for the gifted learner must span across the grade levels

Gifted children typically

Are intensely curious and have many interests Process information with great speed and deep understanding Remember forever what they learn Readily grasp underlying principles and make generalizations Are highly sensitive Prefer to work alone Relate well with older students and adults Demonstrate advanced sense of humor Require little direction Sustain long periods of attention and concentration

Gifted children typically

Have original ideas and challenge existing ideas

Enjoy complexity Tolerate ambiguity and delay of closure Are intensely aware of beauty Take risks and lack inhibition Delight in non-conforming behavior Ignore disorder Appreciate time alone

Gifted children may

show reluctance beginning a task
start work over often and work slowly to avoid mistakes be needy of teacher attention and cry easily when frustrated

argue in response to teacher comments

Parents can: model acceptance of mistakes teach realistic goal setting show appreciation of the learning process emphasize personal best not being the best avoid win/lose situations

Planning programs for gifted students

Begins with identification Use non-verbal tests of general ability that do not rely on language Use multiple measures that examine cognitive abilities, achievement, classroom performance, and teacher observations Evaluate learning behaviors, motivation, social abilities, leadership, creativity, and problemsolving abilities

 Cognitive Abilities Test (CogAT): Each year administered in 2nd and 5th grade Screening Assessment for Gifted Elementary Students(SAGES): administered to 2nd graders who score high in CogAT NJ Assessment of Skills and Knowledge (NJASK): administered 3-7 Scales for Identifying Gifted Students(SIGS) : Teacher and Parent survey Grades On-line Standards Based Assessment Study Island

Research Shows
The ideal age for testing is between 5 and 8 years. Acceleration versus enrichment" is a false dichotomy. Good acceleration contains some enrichment, while good enrichment is accelerative. Proper pacing and the opportunity to study the subject in depth are both needed for the curriculum to be matched to students abilities.

Cognitive Abilities Test (CogAT)

Composite Score

Verbal
Oral Vocabulary and Verbal Reasoning

Quantitative
Relational Concepts and Quantitative Concepts

Nonverbal
Pictures and Figures that do not rely on unique oral-language development

Entrance Criteria - Intelligence

CogAT (Cognitive Abilities Test) The CogAT measures students learned reasoning abilities in the three areas most linked to academic success in school: Verbal, Quantitative and Nonverbal. Although its primary goal is to assess students reasoning abilities. While CogAT is well-suited to help educators make important student placement decisions, such as selecting students for Gifted and Talented programs, exclusive features such as the Ability Profile Score can be used to expand the educational opportunities of all students.

Entrance Criteria - Achievement

SAGES (Screening Assessment for Gifted Elementary Students)
Developed specifically for achievement Designed to measure the curriculum standards Provides information to help target students strengths and weaknesses

NJASK (New Jersey Assessment of Skills and Knowledge)

Entrance Criteria - Surveys

SIGS (Scales for Identifying Gifted Students)
SIGS offers a comprehensive observational instrument available for identifying gifted students ages 518. Used as part of a comprehensive process for identifying gifted children, SIGS offers schools an instrument with extensive statistical and research support. This standardized, norm-referenced instrument is completed by teachers and parents and provides an effective method for identifying gifted children.

1st grade- inclusion cluster 2nd grade- inclusion cluster 3rd grade-inclusion cluster top 2-5% push in 4th grade-inclusion cluster top 2-5% push in 3rd and 4th grade pull out top 2-5% 5th grade- inclusion cluster and enrichment period 3x 6th grade- inclusion cluster and enrichment period 3x 7th grade- inclusion cluster and enrichment period 3x 8th grade- inclusion cluster and enrichment period 3x 5th - 8th grade enrichment period pull out 3x 6 day cycle for top 2-5 % Options for other 3 days: Performing Arts or Enrichment classes

G&T Teachers
Classroom cluster group teacher Classroom enrichment period classes teachers