Secaucus Grades K-5 Board of Gifted and Talented ... · PDF fileGrades K-5 Gifted and Talented Curriculum 2016 1 District Equity Statement The Board of Education directs that all students

Secaucus

Board of

Education

Grades K-5

Gifted and Talented Curriculum

Born on November 2016

Aligned to the NJSLS – English Language Arts (2016), NJSLS - Social Studies (2014)

Adopted by the Secaucus Board of Education on: January 19, 2017

Grades K-5 Gifted and Talented Curriculum 2016

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District Equity Statement

The Board of Education directs that all students enrolled in the schools of this district shall be afforded equal educational opportunities

in strict accordance with the law. No students shall be denied access to or benefit from any educational program or activity or from a

co-curricular or athletic activity on the basis of the student’s race, color, creed, religion, national origin, ancestry, age, marital status,

affectional or sexual orientation, gender, gender identity or expression, socioeconomic status, or disability….The Board directs the

Superintendent to allocate faculty, administrators, support staff members, curriculum materials, and instructional equipment supplies

among and between the schools and classes of this district in a manner that ensures equivalency of educational opportunity throughout

this district. The school district’s curricula in the following areas will eliminate discrimination, promote mutual acceptance and respect

among students, and enable students to interact effectively with others, regardless of race, color, creed, religion, national origin,

ancestry, age, marital status, affectional or sexual orientation, gender, gender identity or expression, socioeconomic status, or

disability:

1. School climate/learning environment

2. Courses of study, including Physical Education

3. Instructional materials and strategies

4. Library materials

5. Software and audio-visual materials

6. Guidance and counseling

7. Extra-curricular programs and activities

8. Testing and other assessments.

Excerpt from Secaucus Board of Education, Policy 5750, Edited September 2016


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GIFTED & TALENTED PROGRAM/CURRICULUM

GRADES K – 5

PROGRAM OVERVIEW

The purpose of the Secaucus School District’s Gifted and Talented Program is to provide opportunities for social, emotional and

academic growth for our high potential students. The Gifted and Talented Program incorporates a differentiated learning experience

based on the core curriculum for gifted and talented students. Our students are provided with enriching curriculum units and real

TABLE OF CONTENTS

Section Page

1. Program Overview 2

2. Philosophy 3

3. State Requirements 5

4. Screening/Identification/Multiple Measures 6

5. Ongoing Requirements / Exit Procedures 9

6. Gifted and Talented Curriculum 10

7. Appendix 1, Standards 30

8. Resources 51


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PHILOSOPHY

The Secaucus School District provides opportunities for social, emotional and academic growth for high potential students. Gifted

and Talented children are a valuable resource for the community, state, and nation. The Secaucus School District recognizes that

these high potential children possess academic and creative skills beyond the normal range. These children have talents, outstanding

scholastic abilities, and special interests which require a differentiated education program. It is the objective of the Secaucus School

District to provide alternative learning styles and unique opportunities for these exceptional children.

It is the responsibility of the staff to identify these students and provide rich educational programs which will enable students to make

full use of their potential and interests. It is the philosophy of the Gifted & Talented Program to include students who will achieve

academic success, higher levels of learning as they are challenged, success in their schoolwork, self-esteem and interact with other

gifted students in a positive learning environment.

OVERVIEW

The Gifted & Talented program is structured to target the needs of our high potential students by providing them an opportunity for

more varied and in-depth experience than are normally possible in the regular school program in order to realize their contribution to

self and society.

PROGRAM GOALS

● Develop a positive self-concept in gifted children and positive attitudes toward others

● To increase higher levels of productive thinking

● Fostering critical thinking skills through various problem solving activities

● Uncover and broaden interests

● Develop the quality of perseverance and task commitment

● Demonstrate skills in self-directed learning, research, and communication.

● Develop and use intellectual creativity and originality.

● Acquire or develop leadership skills.

● To enable gifted children to pursue self-initiated learning activities through the process of advanced inquiry and independent study

through the use of many stimuli (Renzulli Type III’s)


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● To foster interaction with other gifted students in Hudson County Gifted Schools and to encourage a positive atmosphere working

environment with peers at County Convocations and Competitions.

The program is designed to inspire, challenge and drive the students to thrive through enrichment. The Secaucus School District

believes each child is unique and has the right to achieve at their highest potential.

Students in Grades 3 – 5 meet for one classroom period per week. A Gifted Teacher is assigned to teach these students in respective

elementary schools.

The Gifted and Talented teacher/coordinator provides enrichment instruction to students in Grades K – 2. The homeroom teachers

differentiate their lessons and level their teaching to reach each student. The district uses multiple measures to identify students for

the Gifted and Talented Program. A menu of activities is provided for students to choose an assessment. As children develop at

different rates the K-2 program remains flexible and names on the class roster may vary throughout the year. The K-2 enrichment

program is in place to accommodate and challenge our advanced learners at a variety of levels.


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GIFTED AND TALENTED STATE REQUIREMENTS

On June 1, 2005 the State Board of Education readopted with amendments N.J.A.C. 6A: 8, Standards and Assessment for Student

Achievement, which includes more specific requirements for gifted and talented programs.

The regulations define gifted and talented students as: 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.

KEY POINTS

● All public schools must have a board-approved gifted and talented program

● Students are to be compared with their peers in the local school district.

● District boards of education shall make provisions for an ongoing K-12 identification process for gifted and talented students

that includes multiple measures, including but not limited to, achievement test scores, grades, student performance or products,

intelligence testing, parent, student and/or teacher recommendation, and other appropriate measures.

● The regulations do not establish state-level criteria for giftedness (such as an IQ score or grade point average). Specific tests

are not required to be used to identify gifted and talented students.

● Local school districts should ensure that the identification methodology used is developmentally appropriate, non-

discriminatory, and related to the programs and services offered (e.g., use math achievement to identify students for a math

program).

● N.J.A.C. 6A: 8-3.1(a)5 ii requires local district boards of education to provide appropriate K-12 educational services for gifted

and talented students. Therefore, the identification process and appropriate educational challenges must begin in kindergarten

● The rules require district boards of education to develop appropriate curricular and instructional modifications for gifted

students.

● Programs must address appropriate content, process, products, and learning environment.

● District boards of education shall take into consideration the PreK-Grade 12 Gifted Program Standards of the National

Association for Gifted Children (NAGC) in developing programs for gifted and talented students. The NAGC standards

establish requisite and exemplary gifted program standards and can be accessed at http://www.nagc.org/webprek12.html


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● Each curriculum framework developed by the department provides general as well as content-specific information on gifted

education (e.g., terminology, examples of appropriate practices). The frameworks can be accessed at

http://www.nj.gov/njded/frameworks/ or at www.nj.gov/njded/aps/cccs

● Local school districts will continue to be monitored as part of the regular school district evaluation process. Board-approved

policies and procedures must be made available.

GIFTED AND TALENTED ENTRY REQUIREMENTS FOR GRADES K-5

TESTING Testing for the Gifted and Talented program occurs annually. The multiple assessments that are administered include the OTIS-

Lennon School Ability Test in grades 1, 3 and 5; SAGES-2 in grade 3; District testing in grades 3-5; Renaissance testing in grades K-

5, and benchmark testing in grades 1-5.

OTIS-LENNON SCHOOL ABILITY TEST This test of abstract thinking and reasoning ability is a group-administered multiple choice assessment. The OLSAT measures verbal,

quantitative and spatial reasoning ability. The test yields verbal and nonverbal scores, from which a total score is derived, called the

School Ability Index (SAI). The SAI is normalized standard score with a mean of 100 and a standard deviation of 16. The range for

the Gifted and Talented Program are scores between 120-150.

(This assessment was last administered in January of 2015, however scores for students currently in grades 3-5 are included in the

identification process.)

SAGES-2 SCREENING ASSESSMENT FOR ELEMENTARY GIFTED AND MIDDLE SCHOOL STUDENTS – SECOND

EDITION Students in third grade may be nominated to take the SAGES-2 assessment for entry into the Gifted and Talented Program. Third

grade students may take this assessment if they have teacher nominations from the second and third grade teachers.

The SAGES-2 is an assessment designed to help identify gifted students in Kindergarten through eighth grade. The SAGES-2

measures both aptitude and achievement. Aptitude is measured via the reasoning subtest. The student is asked to solve analogical

problems by identifying relationships among pictures and figures. The other two subtests assess achievement. On one of these

subtests, the student answers questions about language arts and social studies; on the other, he or she answers questions about

mathematics and science. The student selects answers from a series of pictures, symbols, or words.

http://www.nj.gov/njded/frameworks/


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RENAISSANCE TESTING This computer based test is taken approximately three times a year to measure academic growth in grades K-5. Gifted and Talented

students should score in the 90th+ percentile.

RENZULLI RATING SCALES (Modified) A standardized questionnaire pertaining to learning characteristics, motivation, creativity and leadership is completed by homeroom

teachers as another effective method for the identification of gifted children.

SCREENING PROCEDURES Students are screened annually and multiple measures are used to determine selection in the program:

KINDERGARTEN 1. Kindergarten Screening

2. Teacher Observations:

a. Pre-K, Kindergarten, and G&T Teacher

3. Progress Report Grades: Must maintain a suitable average

4. Renzulli Rating Scales

GRADE 1- ENRICHMENT

1. Teacher Observations:

a. Kindergarten, First Grade Special Area and G&T Teachers

2. Renaissance Testing from Grade K: The score should be in the 90th Percentile or above range



GRADE 2 - ENRICHMENT 1. Teacher Observations:

a. First Grade, Second Grade Special Area and G&T Teachers

2. Renaissance Testing from Grade 1: The score should be in the 90th Percentile or above range




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GRADE 3 1. Teacher Nomination

A. Second Grade Teacher

2. OLSAT from Grade 1: Score Range 120-150 is recommended

3. SAGES-2 Three Section Assessment

A. Sections:

i. 1. Reasoning

ii. 2. Math/Science

iii. 3. Language Arts/Social Studies

B. Students should score a minimum of 120 in at least one section of the SAGES-2 assessment. Student should have

above average scores in the other two sections of the assessment.

4. Progress Reports: Must maintain a suitable average


GRADES 4-5 1. Teacher Nomination

2. OLSAT from Grade 3 (current 5th grade only)

A. Score Range 120-150 is recommended for the 5th grade program.

3. Renaissance Testing: The score should be in the 90th Percentile or above range



6. Students entering the school – criteria must be obtained from transcript/records. An evaluation is made after the student

receives the first quarter Progress Report.

To enter the Gifted & Talented Program, a teacher nomination is required. If one does not exist and the student has met all the

above criteria, the Gifted & Talented teacher will confer with the student’s teacher concerning possible entry into the program.

Teacher recommendation is a critical factor in selection process. If a student falls below the criteria once he/she has been in the

program, the Gifted & Talented teacher must confer with the student’s homeroom teacher to determine his/her ability to remain in the

program. An ongoing monitoring of the student’s academic performance in the homeroom will be conducted. Honor Roll and

Progress Report card status should be considered important factors in making a decision. A conference with the student’s

parent/guardian must be conducted in order to inform them of the child’s status.


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Once a student is placed in the Gifted & Talented Program, that student must maintain proper grades in all subject areas during

the year and that student must be reevaluated each year for reentry into the program. The Gifted & Talented teacher will compile all

the data and analyze it and a final decision will be reached. As each student is unique and individual, it is the decision of the Gifted &

Talented teacher/coordinator and homeroom teachers (previous and present) to place students in the program. The administration,

supervisors, and guidance counselor are also involved in the decision making for entry when necessary.

*An occasional exception may be taken into consideration if there is strong evidence that the student will benefit greatly from

the program and achieve academic success. Conference with staff is imperative in such cases for entry.

ON GOING REQUIREMENTS:

1. An “A” or better average should be maintained in Language Arts, Math, Social Studies and Science.

2. A “90” or better average should be maintained in Art, Music, World Language, Health and Physical Education.

3. The student will be placed on probation for one marking period if he/she does not meet the above requirements. It will be at the

discretion of the Gifted & Talented teacher and the homeroom teacher whether or not the student returns to his/her classroom, or

continues to participate in the Gifted & Talented Program for that marking period.

4. Improvement must be made by the end of the probation period or the student will be exited from the program for the subsequent

marking period. If, after that marking period, the child has still not met the requirements, he/she will be exited from the program

until the requirements are met.

5. Behavioral problems in the Gifted and Talented program will be documented and may result in the student’s exit from the Gifted

& Talented Program after one written warning has been issued.

6. In order to be readmitted into the program, recommendations must come from the subject area teacher that the student was

performing below average in.

Please see http://www.nj.gov/education/genfo/faq/faq_gandt.htm for state guidelines.

http://www.nj.gov/education/genfo/faq/faq_gandt.htm


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CURRICULUM OVERVIEW The curriculum in the Gifted & Talented Program allows flexibility as it has been designed to capitalize on the children’s interests as

well as expand the regular classroom curriculum. Emphasis will be placed on the following areas:

❖ Critical Thinking skills

❖ Creative Thinking and Problem Solving Skills

❖ Literature Skills

❖ Independent Study and Research Skills

❖ Technology Skills

❖ Creative Writing

❖ S.T.E.M.

❖ County Activities/Convocations

CRITICAL THINKING SKILLS Critical thinking skills will be taught and nurtured at all levels of the Program. Students will be able to:

❖ grasp the meaning of a situation

❖ judge whether there is a contradiction of ideas

❖ analyze, interpret, and evaluate one’s own and other’s ideas.

❖ judge whether a statement is specific enough

❖ judge between fact and assumption

❖ understand and identify generalizations

❖ think in a logical manner

❖ judge as to the soundness of reason

❖ determine if the problem has been identified

CREATIVE THINKING & PROBLEM SOLVING SKILLS Creative problem solving begins with a question. The questions should be operational, open-ended, divergent and meaningful to the

students. There should be no predetermined answer. Those objectives should include the following:

❖ development of originality (the ability to come up with new ideas)

❖ development of flexibility ( the ability to investigate a problem in search of possible solutions)

❖ development of fluency (the ability to come up with a quantity


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❖ of ideas)

❖ development of elaboration (the ability to build upon an idea,

❖ looking at all implications and ramifications)

OBJECTIVES: Students will be able to analyze various materials for the purpose of interpreting its content as outlined in critical thinking skills

ASSESSMENT:

● students present their findings in group discussions

● students present their assignments individually

● students analyze data and determine all findings

● students reach outcomes logically while culminating activities

INDEPENDENT STUDY AND RESEARCH SKILLS Independent study involves:

● the content to be learned

● the skills to be applied

● the types of resources to be used

● the methods for presenting the knowledge acquired

Students will learn how to choose topics that require independent study and the pursuit of the information needed to develop these

topics.

Students:

● will define the problem

● determine the information needed to solve the problem

● locate sources as to accuracy content, relevancy, and ultimate use

● evaluate those sources as to accuracy content, relevancy, and ultimate use

● separate fact from opinion and the significant from less significant

● integrate the new knowledge with knowledge he/she already possesses

● organize the information in a sequential, understandable manner

● record the information and the conclusions drawn in a manner easily communicated to others


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● present the information obtained in a variety of ways: i.e. oral and written reports, dramatizations, posters, charts, graphs

and games.

TECHNOLOGY SKILLS Technology skills involve the use of the Computer/Web.

The students in Grades 3-5 will learn how to:

● Use computer applications and technology tools conduct research, solve problems, improve learning and achieve goals

● produce products and presentations in all content areas

● develop, locate, summarize, organize, synthesize, and evaluate information for lifelong learning

● develop and understanding of the nature and impact of technology and the designed world as they relate to society and

environment

● develop skills in navigating web browsers

● become fluent in researching topics with ease

ASSESSMENT

● have students present their findings in large group

● have students discuss procedures used to retrieve information

● have students integrate their ideas with other students

LITERATURE SKILLS/CREATIVE WRITING These skills include an understanding of plot, construction, setting, character development, mood, style of language, and point of

view. While these skills are taught in the regular classroom, their approach with gifted children begins at the higher levels of

cognitive thinking.

Students

● will understand and write from various points of view.

● will write and use literary devices

● will explore connections between language use, theme, and meaning

● will understand the unique characteristics of poetry, fiction, plays, and nonfiction

● will learn appropriate conventions that apply to variety of writing genres including poetry, fiction, plays and nonfiction

● will recognize writing as a constructive and meaningful process

● will recognize the value of what is known as the writing process


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● will use appropriate prewriting strategies

● will develop ideas into draft form

● will revise by adding, deleting, rearranging, or expressing the idea in a different way

● will edit, proofread, and present writing

ASSESSMENT

● communicate and respond through a variety of formats

● students present

● contribute to discussion and brainstorming activities

● contribute ideas to group discussions of themes, writing genres, or concepts

● extend ideas about the theme, writing genre, or concept in a new direction

● transfer ideas of knowledge gained from class discussion into personal experiences

● explore several ideas or directions in pre-writing activities

● take risks by exploring something new to him/her

● make connections between own writing and literary selections

● show interest and excitement about own writing project

● show commitment to the experience of creating

● challenge self at all stages of the writing process

● understand the importance of revision

● describe what did or did not work in drafts and/or final product through discussion

● identify what he/she would like to do differently in next draft or project

● describe what writing projects meant to own experiences

● discuss choices made

● work independently

● confer appropriately with peers

● choose work to be shared through publication, oral reading, display, and PowerPoint presentation or video/movie


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GIFTED & TALENTED CURRICULUM

GRADE 3

MARSH EXPLORERS / PAWS, CLAWS, BEAK AND FEET

NJSLS: 5.5, 5.3, 5.4

Students will explore a salt marsh within an estuary. Following a brief introduction to the habitat, and weather permitting, we will take

a field walk to explore the sights, sounds and smells of a salt marsh. Along the way to a collection site, students will make

observations about the weather, physical environment, fauna and flora. At the collection site, students will use dip nets to collect and

identify the aquatic organisms that inhabit the impoundment of DeKorte Park. Working with the live specimens, students will learn

how to make observations of nature and how to record their observations through journaling and sketching. Using what they have

learned during their field trip, students will fill in a salt marsh food chain and explain some of the relationships within it. All students

will be able to bring their salt marsh journal back to school with them. Pre and post lessons are offered as well.

STARRY FACES

NJSLS: 5.1, 5.2, 5.3

Study of Constellations – Trip to the Meadowlands Environment Center. Upon arrival students are introduced to their topic of study

through music, the familiar lullaby Twinkle, Twinkle, Little Star, and reminded that before the advent of modern astronomy, people

had very little understanding of the vast universe surrounding our tiny planet. Through several demonstrations employing student

manipulatives, a review of the unique qualities of stars and what differentiates them from planets follows. The morning ends with a

consideration of the changing position of the sun in the sky and how this observable change creates the basis for our system of


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timekeeping. The afternoon begins with a Native American creation story, How Grizzly Bear Climbed the Mountain. Describing the

origin of the Big Dipper and the Milky Way, the story serves as an introduction to constellations. Beyond simply enabling students to

recognize familiar constellations, the afternoon session, by way of a kinesthetic recreation of the Earth’s revolution around the sun,

makes it clear why most constellations are only visible during certain times of the year. The program culminates with the students

making their own simple “constellation finder”, a device similar to a Planisphere that assists them in locating common constellations

throughout the year. Pre and post lessons are available.

FAIRYTALES AND STEM:

NJSLS: - RL3, RL4, W3, W4, SL3, SL4, L3, L4

Where in the World is Cinderella?In this unit, students travel the globe to see how culture impacts the story of Cinderella. As they

work through the unit activities, students read and analyze many versions of this classic tale, learn more about the literary genre, and

study character development and the difference that point of view can make in the telling of a tale. Curriculum-Framing Questions:

Essential Question-Does happily ever after really exist? Unit Questions- Of all the fairy tales ever written, why has the story of

Cinderella been the one to capture the hearts of so many generations and cultures? How would the Cinderella fairy tale change if a

different character told the story? What would happen in a modern day Cinderella story? Content Questions- What are the elements of

a fairy tale? What is point of view? In what ways are all of the Cinderella stories from around the world similar?

http://www.intel.com/content/www/us/en/education/k12/project-design/unit-plans/where-is-cinderella.html

MOCK TRIALS AND LAW

The story of Goldilocks and the Three Bears- The New Jersey State Bar Foundation third edition of the “Mini-Court Teacher’s

Guide”. The purpose is to help teach young children about the legal system.




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MECHANICAL ENGINEERING -LEIF CATCHES THE WIND

Students focus on the mechanical engineering problem of capturing wind energy to do work as they imagine, plan, create, test, and

improve their own windmills. Mechanical engineering involves the design of anything with moving parts. In this unit, students will

think like mechanical engineers and also use their understanding of air as wind to design and create wind-powered machines. The

storybook Leif Catches the Wind introduces students to wind turbines that generate renewable energy. Students will study how

common machines such as mechanical pencils and egg beaters work, then use their mechanical engineering skills to design sailboats

and windmills that catch the wind. Readers are invited to create their own windmills and design blades to make their windmills spin.

With some creativity and knowledge of the engineering design process, everyone can engineer!

CREATE YOUR DREAM BACKYARD

The Third Grade students are given a $5,000 budget project was designing a "Dream Backyard." Using area and perimeter the

students measured and spaced their equipment throughout their yards. After they finished designing and drawing, they had to figure

out the total cost of their "dream backyard," by staying within a restricted budget.

GRADE 4

ENVIRONMENT THROUGH THE ARTIST’S EYES

This convocation takes a step away from hard-core science and allows children to explore their surroundings through art. On day one

of the program, children are greeted at the Montclair Art Museum where we will teach them some technical vocabulary used within

the art realm as well as styles and types of art. Day two has the children arrive at the Meadowlands Environment Center to explore


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our outdoor areas. They will create sketches and renderings of what they see in order to later create a personal work of art to portray

the environment through their own eyes. All works are presented and shared in a display at the end of the day.

IMAGINATION EXPRESS Imagination Express Unit Description:

The students listen to a story told in the first person about a youngster who encounters problems while on an imaginary subway ride.

That story pauses at a various points and instructs the students to engage in a series of creative thinking and problem solving activities,

i.e. design and build character models, create multimedia digital story endings, write creative dialogue.

In order to earn a ticket to ride on the Imagination Express subway train, passengers must perform something musical, as the train

does not accept money. This exciting adventure takes the students all over the world on a virtual subway train. Students are

challenged throughout the unit to come up with innovative ideas to create something new or improve something old by making

adjustments. Upon reaching a milestone, students must solve a problem by using critical thinking skills and creativity.

1.4:A.3 Demonstrate how art communicates ideas about personal and social values and inspired by an individual’s imagination and

frame of reference.

8.1:A.1 Demonstrate effective input of text and data using an input device

8.1:A.2 Create a document with text formatting and graphics using a word processing program

8.1:A.3 Create and present a multimedia presentation that includes graphics

9.1:A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively

9.1:B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking

9.1:E.2 Demonstrate effective communication using digital media during classroom activities

RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the

text

RL.4.2.2 Determine the theme of a story, drama, or poem from details in the text; summarize the text.

RL.4.3 Describe in depth a character, setting, or event in a story or drama on specific details in the text

RL.4.7 Make connections between the text of story or drama and a visual or oral presentation of text


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LANGSTON HUGHES DREAM FLAGS PROJECT AND CONVOCATION

The gifted & talented students from Hudson County collaborate on an annual poetry and art community connection project. Inspired

by the poetry of Langston Hughes, The Dream Flag Project is an annual poetry, art and community-connection project for students in

Kindergarten through twelfth grade. The fourth grade Gifted & Talented students read and study the poetry of Langston Hughes,

particularly his dream poems. They learn about the life of Langston Hughes and create an expression of their dreams in a poem. Each

student will create a dream flag consisting of a dream poem and an artistic representation. . They write their own dream poems on

letter-size cloth and decorate them. This dream flag can be dedicated to a person or group of people. The “dream flags” are connected

together on a clothesline to create lines of hope and diversity. Students are invited to showcase their dream flags at a countywide

poetry festival. Topics covered in this unit include the Harlem Renaissance and the Jazz Age time periods.

05.1.2.A.1

Recognize works of dance, music, theatre, and visual art as a reflection of societal values and

beliefs.

05.1.2.A.2

Relate common artistic elements that define distinctive art genres in dance, music, theatre, and

visual art.

05.1.2.A.3

Determine the impact of significant contributions of individual artists in dance, music, theatre,

and visual art from diverse cultures throughout history.

05.1.3.C.1

Create original plays using script-writing formats that include stage directions and technical

theatrical elements, demonstrating comprehension of the elements of theatre and story

construction.

05.1.3.D.5

Collaborate in the creation of works of art using multiple art media and art mediums, and present

the completed works in exhibition areas inside and outside the classroom.

04.9.1.B.1

Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative

thinking.

04.9.1.D.1

Use effective oral and written communication in face-to-face and online interactions and when

presenting to an audience.

04.9.1.D.2 Express needs, wants, and feelings appropriately in various situations.


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04.9.1.D.3

Demonstrate an awareness of one’s own culture and other cultures during interactions within and

outside of the classroom.

04.6.1.A.10

Describe how the actions of Dr. Martin Luther King, Jr., and other civil rights leaders served as

catalysts for social change and inspired social activism in subsequent generations.

04.6.1.A.11

Explain how the fundamental rights of the individual and the common good of the country depend

upon all citizens exercising their civic responsibilities at the community, state, national, and global

levels.

04.6.1.D.16

Describe how stereotyping and prejudice can lead to conflict, using examples from the past and

present.

04.6.1.D.18 Explain how an individual’s beliefs, values, and traditions may reflect more than one culture.

04.6.1.D.20

Describe why it is important to understand the perspectives of other cultures in an interconnected

world.

RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

RL.4.10

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in

the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of

the range.

W.4.3

Write narratives to develop real or imagined experiences or events using effective technique,

descriptive details, and clear event sequences.

W.4.6

With some guidance and support from adults, use technology, including the Internet, to produce

and publish writing as well as to interact and collaborate with others; demonstrate sufficient

command of keyboarding skills to type a minimum of one page in a single sitting.

W.4.7

Conduct short research projects that build knowledge through investigation of different aspects of

a topic.

W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

SL.4.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-

led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing

their own clearly.


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ONE HOUR MYSTERIES

RF.4.3, RF4.4, RF.5.3, RF.5.4

One-Hour Mysteries offers five motivating mysteries that students solve using clues and logical reasoning. The students become crime

scene investigators, analyzing clues found at a crime scene and applying forensic techniques in their analysis. The mysteries include:

Mystery at the Mall, The Coaster Caper, The Case of Santa's Blackmail, The Case of the Missing Tiara, and

A Hollywood Crime. These whodunits are motivating ways to promote critical thinking. Skills include deductive reasoning,

inferring, taking notes, organizing data, and analyzing evidence.

ESTUARY EXPLORERS

NJSLS: 5.1, 5.3, 5.4

Students will explore a salt marsh estuary. Students will take a field walk and conduct water quality tests for temperature, salinity, pH,

and turbidity. In addition, students will use dip nets to collect aquatic organisms that inhabit the Kingsland Impoundment of DeKorte

Park. After the collection is complete, students will identify the organisms collected, along with a given sample of plankton, using

dissecting microscopes. Students will record all observations in a “salt marsh journal” that will be brought back to school with them.

AFRICAN ADVENTURE SAFARI

Each student becomes an expert on one of the animals native to Africa and contributes important information to a safari field guide.

Each student investigates the natural history of the animal and learns about the animal’s habitat, ecological niche, interdependence,

relative position in a food web, adaptive features and behaviors, and conservation. With their research behind them, each student

“becomes” an animal and creates a multimedia presentation written primarily from the animal’s point of view.

http://www.intel.com/content/www/us/en/education/k12/project-design/unit-plans/african-adventure-safari.html




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GRADE 5

ASTRONOMY

The Sun through Time is a multidisciplinary two-day convocation based on the theme of solar astronomy. The attending students will

participate in one of five modules investigating humans’ understanding of the sun through time with ancient cultures, sundials,

telescopes, solar energy and modern solar study being the themes of focus. The convocation will culminate in a creative showcase

featuring creative writing, visual art and a play. A NASA unit on Rockets, Mission Patch, Rovers and Landers is incorporated into the

astronomy unit.

THE STOCK MARKET GAME

The SMG program is organized to deliver interdisciplinary teaching and integrated student learning. The learning activities are

organized to support and extend the building of an investment portfolio through on-line simulated trading of securities. SMG requires

by its design, knowledge of current events, economic theory, financial planning, probability and statistics while applying and

extending research, math technology and language arts skill. SMG provides the natural integration of specific knowledge and skills

necessary for student success in the 21st century economy.

SMG activities and units are designed so students apply several indicators from national standards, providing evidence of mastery. An

example from the lessons challenges students to use current events to assess the impact on financial markets and analyze the impact on

their investment portfolio. This requires practiced knowledge of current events, market trends, use of math, reading, research,

technology, and presentation skills needed for the successful investing and financial planning required by the SMG program.


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THE HUDSON COUNTY CREATIVESTFEST

The Creativefest, a fifth grade Gifted & Talented event. Student with domain specific gifts and talents pertaining to the arts are also

selective to participate in this event based on teacher recommendation. The Hudson County Gifted and Talented Consortium offers 16

to 18 creative workshops and each student participating in the event has the opportunity to attend two workshops. Secaucus has been

hosting the Hudson County Creativefest for the last four years. Students, teachers, facilitators and students from eight districts in

Hudson County Secaucus, Bayonne, Harrison, Hoboken, Kearny, North Bergen, Union City and Guttenberg culminate to celebrate the

arts at Clarendon School.

SAMPLE WORKSHOPS

Junk Rock, Cheerleading, Earth as Art, Masterpieces on Canvas, Mardi Gras Masks, Self Portrait Collages, The Art and Science of the

Roller Coaster, Musical Theatre Dance, Latin Rhythms, American Ballroom, Crafty Confections, Duct Tape Designs, Gargoyles,

Aboriginal Line Drawings, Native American Masks and Drum Circle.

COGNETICS – COLLABORATIVE ENRICHMENT PROBLEMS

Cognetics is designed to develop student higher level thinking skills especially creativity. At the heart of this program are the annual

problems. These problems have been developed by teachers, students and others interested in the Cognetics Program. Cognetics is

based on the belief that all students can profit from an education that teaches understanding and promotes the use of knowledge to

solve problems, evaluate concepts, and apply learning to new situation. All students are encouraged to try one of the projects at their

interest and ability level. The program then offers activities designed to encourage the student's high individual potential and ability to

work with talented peers. These include:

• participating in skill-building activities for creative problem-solving

• working "hands-on" as a team member to develop and build an unusual and inventive problem solution

• formally researching the facts, figures and concepts that make a solution successful


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• demonstrating team solutions at exciting Creativity Expositions, where dozens of other teams from the region will present

their solutions, too

• receiving awards for their accomplishments

• having the opportunity to collaborate with students in other schools.

Creativity Expositions are designed to provide teams with an opportunity to present their work to an audience. These events are

scheduled at central locations, often a college or university. A number of Cognetics member schools at all grade levels gather and

take turns presenting the products they have developed for each of the annual Cognetics problems.

BATTLE OF THE BOOKS In the beginning of the school year (October) 5th/6th grade students pick their teams. The teams consist of 4-6 students per team. If

student numbers are smaller that's fine, as long as all 15 required books are read among the team. There are a total of 15 books that

the team must read. The books change annually at times they repeat books from previous years. Each student is responsible for at

least three books. Students are provided with a memory jogger worksheet to refresh their memory before a battle. The completed

memory joggers are kept by the teacher to ensure all 15 books are covered for the team. The books should be purchased at the end of

the school year so they arrive by September.

RENZULLI’S SCHOOLWIDE ENRICHMENT MODEL – TYPE III OPPORTUNITIES

2012- 2013 – A student worked on a Type III project and developed a proposal for a Rubik’s Cube Competition for students in grades

4-8.

2012-2013 – Students expressed an interest in seeing the return of The Hudson County Academic Bowl. We were able to bring it

back last year.

2013-2014 – Two students worked with the Gifted & Talented Coordinator to develop a grant pertaining to sustainability

2013-2014 – A student wanted to develop a program where he will teacher younger children about stewardship and promoting

responsibility in caring for living things.


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YOU CAN DO THE CUBE – RUBIK’S CUBE COMPETITION

You Can Do The Rubik’s- Cube Holding the Rubik's Cube, twisting and turning the parts, can help children of all ages grasp

important math concepts including area, perimeter, volume, angles, algorithms and enumeration, among many other geometry and

algebraic topics. Some teachers are even using the Rubik's Cube to teach life lessons and 21st century skills such as focus, following

directions, memorization, sequencing, problem solving, critical thinking, and perseverance.

GRADE 5

GREEN BUILDING / SUSTAINABILITY

Environmentally-friendly practices are more common than ever in our society. In this two-day convocation children will learn what

“green” buildings are and why the technology used within them is important. On day one, students will be separated into specialist

groups where they will learn about technology in one of four areas: Energy, Indoor Environmental Quality, Materials or Water. They

will take this knowledge with them on day two where four different classrooms will be assembled with all the specialists. Each

classroom is tasked with drawing up plans to construct a “green” elementary school. At the end of the, day each team will present its

concepts to all participating students as well as give an oral presentation on one of the areas that they learned about during the first day

of the program.

CRIME SCENE INVESTIGATION

ONE HOUR MYSTERIES

Forensic science has been a hot topic in the science classroom for the last couple of years. Solving a crime appeals to the interests of

children and allows them to feel like “real” scientists. In this two-day convocation, students are exposed to a fictitious crime scene

that was committed on the grounds of the Meadowlands Environment Center. On day one, the students are split up into different


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classrooms where they will become “specialists” in one area of forensic investigation: fiber and fragment analysis, hair and fur

analysis, fingerprinting, shoe tracks and Botany as well as white substance and ink analysis. On day two, the specialists are allowed

into the crime scene to recover and analyze evidence. The students in each classroom must reach a conclusion by putting all the

pieces of the puzzle together and later present their findings to the other students participating in the convocation.

HUDSON COUNTY ACADEMIC BOWL

The Hudson County Academic Bowl has been designed to address the mission of the Hudson County Gifted and Talented Consortium

by creating a unique learning opportunity for gifted learners that maximizes their talents and abilities. Preparing for the event:

Develops students’ ability to solve complex problems

Increases critical and high-level thinking skills

Provides a forum for recognition of students based on their academic accomplishments

Increases self-esteem, team building and school pride

Fosters collaborations and consensus building

Provides opportunities for student to exercise and increase their public speaking and interpersonal skills

BATTLE OF THE BOOKS BATTLE OF THE BOOKS

In the beginning of the school year (October) 5th/6th grade students pick their teams. The teams consist of 4-6 students per team. If

student numbers are smaller that's fine, as long as all 15 required books are read among the team. There are a total of 15 books that

the team must read. The books change annually at times they repeat books from previous years. Each student is responsible for at

least three books. Students are provided with a memory jogger worksheet to refresh their memory before a battle. The completed

memory joggers are kept by the teacher to ensure all 15 books are covered for the team. The books should be purchased at the end of

the school year so they arrive by September.


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CONVOCATIONS, FIELD TRIPS & EVENTS

Based on annual administrator and Board of Education approval.

❖ The science based Gifted & Talented convocations are organized through a partnership between the Hudson County Gifted &

Talented Consortium & the New Jersey Meadowlands Environmental Center.

❖ The Academic Bowl, Creativefest, Dream Flags and Battle of the Books are hosted and sponsored by Hudson County Gifted &

Talented Consortium.

❖ The Cognetics Competition is hosted by Dr. Theodore Gourley and the Hudson County Gifted and Talented Consortium

members and students are eligible to attend.

❖ The Rubik’s Cube Competition is hosted by the Secaucus School District.

GIFTED & TALENTED CONVOCATIONS AND EVENTS

1. GRADE 3 - Marsh Explorers / Paws, Claws, Beak and Feet

2. GRADE 3- Langston Hughes Dream Flags Convocation

3. GRADE 4 - Environment Through Artist’s Eyes Convocation

4. GRADE 5 - Astronomy Convocation

5. GRADE 5 - The Hudson County Creativefest

6. GRADE 5 - The Hudson County Battle of the Books

7. GRADE 5 - The Hudson County Academic Bowl

ENRICHMENT OPPORTUNITIES 1. The National Geographic Bee (Grades 4-5)

2. The Scripps Spelling Bee (Grades 1-5)

3. The Rubik’s Cube Competition (Grades 4-8)

4. Academic Bowl (Grades 4-5)

SUPPLEMENTAL CURRICULUM UNITS AND MATERIALS

GRADES K-6 JACOB’S LADDER

GRADES 1 & 2 BEYOND WORDS


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GRADES 2 & 3 JOURNEYS & DESTINATIONS

GRADES 4 & 5 LITERARY REFLECTIONS

GRADES 4-6 PATTERNS OF CHANGE

JACOB'S LADDER READING COMPREHENSION PROGRAM

Intended as a supplement to the William & Mary language arts units, Jacob's Ladder targets reading comprehension skills in high

ability learners. In the form of three skill ladders connected to individual readings in poetry, myths/fables, and nonfiction, students

move from lower order, concrete thinking skills to higher order, critical thinking skills. For example, Ladder A moves students from

Sequencing to Cause and Effect to Consequences and Implications. These materials are now available from gifted education publisher,

Prufrock Press.

(Levels I, II, III, IV, and V)

The skill ladders in Jacob's Ladder correspond with the higher level, critical thinking skills targeted in the William & Mary language

arts units; both are based on Paul's (1992) Reasoning Model [pdf]. Jacob’s Ladder is a learning journey for students which begins

with targeted readings from fables, myths and nonfiction sources and moves through an inquiry process from basic understanding to

critical analyses of the texts read. There are five levels available that are targeted to students in grades 2 to 9, but can be used at

different grade levels depending on student ability. There are also new primary units that target K and 1. The units are designed to

enhance reading comprehension. Tasks have been organized by skill ladders with questions and activities within each. Ladder rungs

are organized to increase complexity in intellectual demand. The skill ladders in Jacob's Ladder correspond with the higher level,

critical thinking skills targeted in the William & Mary language arts units; both are based on Paul's(1992) Elements of Reasoning

model [pdf]. The teacher's guide provides an explanation of the nature and substance of supplementary tasks in reading

comprehension that will help prepare students for their state assessment tests. At the same time these tasks will move them from basic

http://www.prufrock.com/?afid=15

http://education.wm.edu/centers/cfge/_documents/curriculum/languagearts/reasoningweb.pdf




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reading comprehension skills to more critical reading behaviors. Also included are an overview of the goals and objectives of Jacob’s

Ladder tasks and implementation suggestions.

Ladder A Ladder B Ladder C

Sequencing

Cause and Effect

Consequences &

Implications

Details

Classification

Generalization

Elements

Inference

Theme/Concept

BEYOND WORDS

This literature unit for grades 1–2, organized around the study of figurative language, explores the idea that language can change the

way we think about the world by creating new images and connections in our minds. The unit uses poetry and picture books as the

basis for analyzing different types of figurative language, including simile, metaphor, and personification, and gives opportunities for

students to create their own literary images. In addition, the unit introduces students to persuasive writing and to advanced word study,

as well as providing an opportunity for students to explore how language changes over time in their families and their culture. 2001

Winner of a National Association for Gifted Children Curriculum Division Award for Outstanding Curriculum

JOURNEYS AND DESTINATIONS

This unit for grades 2–3 uses an inquiry-based approach to investigate literature in an interdisciplinary, multicultural curriculum. The

guiding theme of this unit is the recognition of change as a concept that affects people and their relationships to the world around


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them. An open-ended approach to the discussion process is emphasized in the search for meaning in literature selections such as

Aesop’s fables, The Green Book, Bringing the Rain to Kapiti Plain, and “The Ugly Duckling.” Vocabulary development, writing

activities, oral communication, research, and reasoning are integrated into the unit. 1998 Winner of a National Association for

Gifted Children Curriculum Division Award for Outstanding Curriculum

LITERARY REFLECTIONS

Although all four language arts strands of literature, writing, language study, and oral communication are integrated into this unit for

grades 4–5, the core involves students interacting with literature while enhancing reading comprehension and textual analysis skills.

The literature selections, including The Secret Garden and world-class short stories by such authors as Tolstoy and Singer, serve as a

basis for discussion. 2000 Winner of a National Association for Gifted Children Curriculum Division Award for Outstanding

Curriculum

PATTERNS OF CHANGE

The concept of cyclic patterns of change was chosen as the unifying theme for this unit. Selected literary works deal with cycles in

nature, knowledge, history, and human life. Students in grades 4–6 are introduced to some of the important approaches and ideas of

literary criticism. Students are encouraged to use journals, literature webs, essays, and visual projects to organize and express their

ideas about various literary selections. Works studied in the unit include My Daniel by Conrad, “The Helpful Badger” by Laurence

Yep, and poetry by Dickinson, Sandburg, Angelou, and Shakespeare.


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Appendix 1 Standards

NEW JERSEY STUDENT LEARNING STANDARDS

English Language Arts Standards » Anchor Standards » College and Career Readiness Anchor Standards for Reading The K–12 standards on the following pages define what students should understand and be able to do by the end of each grade. They

correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are

necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the

skills and understandings that all students must demonstrate.

Key Ideas and Details ● NJSLS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite

specific textual evidence when writing or speaking to support conclusions drawn from the text.

● NJSLS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key

supporting details and ideas.

● NJSLS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Craft and Structure ● NJSLS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative,

and figurative meanings, and analyze how specific word choices shape meaning or tone.

● NJSLS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of

the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

● NJSLS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas ● NJSLS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and

quantitatively, as well as in words.1

● NJSLS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the

reasoning as well as the relevance and sufficiency of the evidence.

● NJSLS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to

compare the approaches the authors take.

Range of Reading and Level of Text Complexity ● NJSLS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

http://www.corestandards.org/ELA-Literacy/CCRA/R/1/




















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English Language Arts Standards » Anchor Standards » College and Career Readiness Anchor Standards for Writing The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They




Text Types and Purposes1 ● NJSLS.ELA-Literacy.CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning

and relevant and sufficient evidence.

● NJSLS.ELA-Literacy.CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly

and accurately through the effective selection, organization, and analysis of content.

● NJSLS.ELA-Literacy.CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-

chosen details and well-structured event sequences.

Production and Distribution of Writing ● NJSLS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience.

● NJSLS..ELA-Literacy.CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

approach.

● NJSLS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and

collaborate with others.

Research to Build and Present Knowledge ● NJSLS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions,

demonstrating understanding of the subject under investigation.

● NJSLS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and

accuracy of each source, and integrate the information while avoiding plagiarism.

● NJSLS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing ● NJSLS.ELA-Literacy.CCRA.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter

time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.






















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English Language Arts Standards » Anchor Standards » College and Career Readiness Anchor Standards for Speaking and

Listening The K–12 standards on the following pages define what students should understand and be able to do by the end of each grade. They




Comprehension and Collaboration ● NJSLS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse

partners, building on others’ ideas and expressing their own clearly and persuasively.

● NJSLS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually,

quantitatively, and orally.

● NJSLS.ELA-Literacy.CCRA.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas ● NJSLS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of

reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

● NJSLS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance

understanding of presentations.

● NJSLS.ELA-Literacy.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal

English when indicated or appropriate.

English Language Arts Standards » Anchor Standards » College and Career Readiness Anchor Standards for Language The K–12 standards on the following pages define what students should understand and be able to do by the end of each grade. They




Conventions of Standard English ● NJSLS.ELA-Literacy.CCRA.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking.

● NJSLS.ELA-Literacy.CCRA.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and

spelling when writing.

Knowledge of Language


















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● NJSLS.ELA-Literacy.CCRA.L.3 Apply knowledge of language to understand how language functions in different contexts, to make

effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use ● NJSLS.ELA-Literacy.CCRA.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using

context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

● NJSLS.ELA-Literacy.CCRA.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word

meanings.

● NJSLS.ELA-Literacy.CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases

sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering

vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Standards for Mathematical Content 1. NJSLS.Math.Practice.MP1 Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its

solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the

solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try

special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their

progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic

expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient

students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important

features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or

pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a

different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to

solving complex problems and identify correspondences between different approaches.

2. NJSLS.Math.Practice.MP2 Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two

complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given

situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily

attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into

the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at

hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly

using different properties of operations and objects.














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3. NJSLS.Math.Practice.MP3 Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in

constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures.

They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their

conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making

plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to

compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there

is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects,

drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal

until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the

arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

4. NJSLS.Math.Practice.MP4 Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the

workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student

might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use

geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically

proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated

situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map

their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those

relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation

and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

5. NJSLS.Math.Practice.MP5 Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include

pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or

dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound

decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For

example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing

calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making

mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore

consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify

relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They

are able to use technological tools to explore and deepen their understanding of concepts.








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6. NJSLS.Math.Practice.MP6 Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others

and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and

appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a

problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem

context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school

they have learned to examine claims and make explicit use of definitions.

7. NJSLS.Math.Practice.MP7 Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three

and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the

shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive

property. In the expression x2 + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of

an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step

back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or

as being composed of several objects. For example, they can see 5 – 3(x – y)2 as 5 minus a positive number times a square and use that

to realize that its value cannot be more than 5 for any real numbers x and y.

8. NJSLS.Math.Practice.MP8 Look for and express regularity in repeated reasoning.

Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper

elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and

conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on

the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in

the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x2 + x + 1), and (x – 1)(x3 + x2 + x + 1) might lead them to the general

formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of

the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.

Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content The Standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics

increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary,

middle and high school years. Designers of curricula, assessments, and professional development should all attend to the need to

connect the mathematical practices to mathematical content in mathematics instruction.

The Standards for Mathematical Content are a balanced combination of procedure and understanding. Expectations that begin with the

word “understand” are often especially good opportunities to connect the practices to the content. Students who lack understanding of








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a topic may rely on procedures too heavily. Without a flexible base from which to work, they may be less likely to consider analogous

problems, represent problems coherently, justify conclusions, apply the mathematics to practical situations, use technology mindfully

to work with the mathematics, explain the mathematics accurately to other students, step back for an overview, or deviate from a

known procedure to find a shortcut. In short, a lack of understanding effectively prevents a student from engaging in the mathematical

practices.

In this respect, those content standards which set an expectation of understanding are potential “points of intersection” between the

Standards for Mathematical Content and the Standards for Mathematical Practice. These points of intersection are intended to be

weighted toward central and generative concepts in the school mathematics curriculum that most merit the time, resources, innovative

energies, and focus necessary to qualitatively improve the curriculum, instruction, assessment, professional development, and student

achievement in mathematics.

VISUAL AND PERFORMING ARTS Standard 1.1 (AESTHETICS) All students will use aesthetic knowledge in the creation of and in responses to dance, music, theater,

and visual art.

Standard 1.2 (CREATION AND PERFORMANCE) All students will utilize those skills, media, methods, and technologies

appropriate to each art form in the creation, performance, and presentation of dance, music, theater, and visual art.

Standard 1.3 (ELEMENTS AND PRINCIPLES) All students will demonstrate an understanding of the elements and principles of

dance, music, theater, and visual art.

Standard 1.4 (CRITIQUE) All students will develop, apply, and reflect upon knowledge of the process of critique.

Standard 1.5 (HISTORY/CULTURE) All students will understand and analyze the role, development, and continuing influence of the

arts in relation to world cultures, history, and society.

SCIENCE Standard 5.1 (SCIENTIFIC PROCESS) All students will develop problem-solving, decision making and inquiry skills, reflected by

formulating usable questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing

data, drawing conclusions, and communicating results.

Standard 5.2 (SCIENCE AND SOCIETY) All students will develop an understanding of how people of various cultures have

contributed to the advancement of science and technology, and how major discoveries and events have advanced science and

technology.

Standard 5.3 (MATHEMATICAL APPLICATIONS) All students will integrate mathematics as a tool for problem- solving in science,

and as a means of expressing and/or modeling scientific theories.


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Standard 5.4 (NATURE AND PROCESS OF TECHNOLOGY) All students will understand will understand the inter- relationships

between science and technology and develop a conceptual understanding of the nature and process of technology.

Standard 5.5 (CHARACTERISTICS OF LIFE) All students will gain an understanding of the structure, characteristics, and basic

needs of organisms and will investigate the diversity of life.

Standard 5.6 (CHEMISTRY) All students will gain an understanding of the structure and behavior of matter.

Standard 5.7 (PHYSICS) All students will gain an understanding of natural laws as they apply to motion, forces, and energy

transformations.

Standard 5.8 (EARTH SCIENCE) All students will gain an understanding of the structure, dynamics, and geophysical systems of the

earth.

Standard 5.9 (ASTRONOMY AND SPACE SCIENCE) All students will gain an understanding of the origin, evolution, and structure

of the universe.

Standard 5.10 (ENVIRONMENTAL STUDIES) All students will develop an understanding of the environment as a system of

interdependent components affected by human activity and natural phenomena.

SOCIAL STUDIES Standard 6.1 (CIVICS) All students will know, understand, and appreciate the values and principles of American democracy and the

rights, responsibilities, and roles of a citizen in our democratic society.

Standard 6.2 (WORLD HISTORY) All students will demonstrate knowledge of world history in order to understand life and events in

the past and how they relate to the present and the future.

Standard 6.3 (UNITED STATES AND NEW JERSEY HISTORY) All students will demonstrate knowledge of United States and

New Jersey history in order to understand life and events in the past and how they relate to the present and future.

Standard 6.4 (ECONOMICS) All students will acquire an understanding of key economic principles in relation to individuals,

institutions, and governments.

Standard 6.5 (GEOGRAPHY) All students will apply knowledge of spatial relationships and other geographic skills to understand

human behavior in relation to the physical and cultural environment.

TECHNOLOGICAL LITERACY Standard 8.1 (COMPUTER AND INFORMATION LITERACY- TECHNOLOGY) All students will use TECHNOLOGY SKILLS

AND TOOLS computer applications to gather and organize information and to solve problems.

Standard 8.2 (TECHNOLOGY EDUCATION – ENGINEERING AND TECHNOLOGICAL DESIGN) All students will develop an

understanding of the nature and impact of technology, engineering, technological design, and the designed world as they relate to the

individual, society, and the environment.


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CAREER EDUCATION AND CONSUMER, FAMILY, AND LIFE SKILLS

Standard 9.1 (CAREER AWARENESS AND TECHNICAL EDUCATION) All students will develop career awareness and planning,

employability skills, and foundational knowledge necessary for success in the workplace.

Standard 9.2 (CONSUMER, FAMILY, AND LIFE SKILLS) All students will demonstrate critical life skills in order to be functional

successful members of society.

Pre-K-Grade 12 Gifted Programming Standards

Gifted Education Programming Standard 1: Learning and Development

Introduction

For teachers and other educators in PreK-12 settings to be effective in working with learners with gifts and talents, they must

understand the characteristics and needs of the population for whom they are planning curriculum, instruction, assessment, programs,

and services. These characteristics provide the rationale for differentiation in programs, grouping, and services for this population and

are translated into appropriate differentiation choices made at curricular and program levels in schools and school districts. While

cognitive growth is important in such programs, affective development is also necessary. Thus many of the characteristics addressed

in this standard emphasize affective development linked to self-understanding and social awareness.

Standard 1: Learning and Development

Description: Educators, recognizing the learning and developmental differences of students with gifts and talents, promote ongoing

self-understanding, awareness of their needs, and cognitive and affective growth of these students in school, home, and community

settings to ensure specific student outcomes.

Student Outcomes Evidence-Based Practices

1.1.1. Educators engage students with gifts and talents in identifying interests, strengths, and gifts.


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1.1. Self-Understanding. Students with gifts and talents demonstrate self-knowledge with respect to their interests, strengths,

identities, and needs in socio-emotional development and in intellectual, academic, creative, leadership, and artistic domains.

1.1.2. Educators assist students with gifts and talents in developing identities supportive of achievement.

1.2. Self-Understanding. Students with gifts and talents possess a developmentally appropriate understanding of how they learn and

grow; they recognize the influences of their beliefs, traditions, and values on their learning and behavior.

1.2.1. Educators develop activities that match each student’s developmental level and culture-based learning needs.

1.3.1. Educators provide a variety of research-based grouping practices for students with gifts and talents that allow them to interact

with individuals of various gifts, talents, abilities, and strengths.

1.3. Self-Understanding. Students with gifts and talents demonstrate understanding of and respect for similarities and differences

between themselves and their peer group and others in the general population.

1.3.2. Educators model respect for individuals with diverse abilities, strengths, and goals.

1.4.1. Educators provide role models (e.g., through mentors, bibliotherapy) for students with gifts and talents that match their abilities

and interests.

1.4. Awareness of Needs. Students with gifts and talents access resources from the community to support cognitive and affective

needs, including social interactions with others having similar interests and abilities or experiences, including same-age peers and

mentors or experts.

1.4.2. Educators identify out-of-school learning opportunities that match students’ abilities and interests.

1.5. Awareness of Needs. Students’ families and communities understand similarities and differences with respect to the development

and characteristics of advanced and typical learners and support students with gifts and talents’ needs.

1.5.1. Educators collaborate with families in accessing resources to develop their child’s talents.

1.6.1. Educators design interventions for students to develop cognitive and affective growth that is based on research of effective

practices.

1.6. Cognitive and Affective Growth. Students with gifts and talents benefit from meaningful and challenging learning activities

addressing their unique characteristics and needs.

1.6.2. Educators develop specialized intervention services for students with gifts and talents who are underachieving and are now

learning and developing their talents.

1.7. Cognitive and Affective Growth. Students with gifts and talents recognize their preferred approaches to learning and expand their

repertoire.

1.7.1. Teachers enable students to identify their preferred approaches to learning, accommodate these preferences, and expand them.

1.8.1. Educators provide students with college and career guidance that is consistent with their strengths.

1.8. Cognitive and Affective Growth. Students with gifts and talents identify future career goals that match their talents and abilities

and resources needed to meet those goals (e.g., higher education opportunities, mentors, financial support).


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1.8.2. Teachers and counselors implement a curriculum scope and sequence that contains person/social awareness and adjustment,

academic planning, and vocational and career awareness.

Gifted Education Programming Standard 2: Assessment

Introduction

Knowledge about all forms of assessment is essential for educators of students with gifts and talents. It is integral to identification,

assessing each student’s learning progress, and evaluation of programming. Educators need to establish a challenging environment and

collect multiple types of assessment information so that all students are able to demonstrate their gifts and talents. Educators’

understanding of non-biased, technically adequate, and equitable approaches enables them to identify students who represent diverse

backgrounds. They also differentiate their curriculum and instruction by using pre- and post-, performance-based, product-based, and

out-of-level assessments. As a result of each educator’s use of ongoing assessments, students with gifts and talents demonstrate

advanced and complex learning. Using these student progress data, educators then evaluate services and make adjustments to one or

more of the school’s programming components so that student performance is improved.

Standard 2: Assessment

Description: Assessments provide information about identification, learning progress and outcomes, and evaluation of programming

for students with gifts and talents in all domains.


2.1.1. Educators develop environments and instructional activities that encourage students to express diverse characteristics and

behaviors that are associated with giftedness.

2.1. Identification. All students in grades PK-12 have equal access to a comprehensive assessment system that allows them to

demonstrate diverse characteristics and behaviors that are associated with giftedness.

2.1.2. Educators provide parents/guardians with information regarding diverse characteristics and behaviors that are associated with

giftedness.

2.2.1. Educators establish comprehensive, cohesive, and ongoing procedures for identifying and serving students with gifts and talents.

These provisions include informed consent, committee review, student retention, student reassessment, student exiting, and appeals

procedures for both entry and exit from gifted program services.


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2.2.2. Educators select and use multiple assessments that measure diverse abilities, talents, and strengths that are based on current

theories, models, and research.

2.2.3 Assessments provide qualitative and quantitative information from a variety of sources, including off-level testing, are nonbiased

and equitable, and are technically adequate for the purpose.

2.2.4. Educators have knowledge of student exceptionalities and collect assessment data while adjusting curriculum and instruction to

learn about each student’s developmental level and aptitude for learning.

2.2.5. Educators interpret multiple assessments in different domains and understand the uses and limitations of the assessments in

identifying the needs of students with gifts and talents.

2.2. Identification. Each student reveals his or her exceptionalities or potential through assessment evidence so that appropriate

instructional accommodations and modifications can be provided.

2.2.6. Educators inform all parents/guardians about the identification process. Teachers obtain parental/guardian permission for

assessments, use culturally sensitive checklists, and elicit evidence regarding the child’s interests and potential outside of the

classroom setting.

2.3.1. Educators select and use unbiased and equitable approaches for identifying students with gifts and talents, which may include

using locally developed norms or assessment tools in the child’s native language or in nonverbal formats.

2.3.2. Educators understand and implement district and state policies designed to foster equity in gifted programming and services.

2.3. Identification. Students with identified needs represent diverse backgrounds and reflect the total student population of the district.

2.3.3. Educators provide parents/guardians with information in their native language regarding diverse behaviors and characteristics

that are associated with giftedness and with information that explains the nature and purpose of gifted programming options.

2.4.1. Educators use differentiated pre- and post- performance-based assessments to measure the progress of students with gifts and

talents.

2.4.2. Educators use differentiated product-based assessments to measure the progress of students with gifts and talents.

2.4. Learning Progress and Outcomes. Students with gifts and talents demonstrate advanced and complex learning as a result of using

multiple, appropriate, and ongoing assessments.

2.4.3. Educators use off-level standardized assessments to measure the progress of students with gifts and talents.

2.4.4. Educators use and interpret qualitative and quantitative assessment information to develop a profile of the strengths and

weaknesses of each student with gifts and talents to plan appropriate intervention.

2.4.5. Educators communicate and interpret assessment information to students with gifts and talents and their parents/guardians.

2.5.1. Educators ensure that the assessments used in the identification and evaluation processes are reliable and valid for each

instrument’s purpose, allow for above-grade-level performance, and allow for diverse perspectives.

2.5.2. Educators ensure that the assessment of the progress of students with gifts and talents uses multiple indicators that measure

mastery of content, higher level thinking skills, achievement in specific program areas, and affective growth.


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2.5. Evaluation of Programming. Students identified with gifts and talents demonstrate important learning progress as a result of

programming and services.

2.5.3. Educators assess the quantity, quality, and appropriateness of the programming and services provided for students with gifts and

talents by disaggregating assessment data and yearly progress data and making the results public.

2.6.1. Administrators provide the necessary time and resources to implement an annual evaluation plan developed by persons with

expertise in program evaluation and gifted education.

2.6.2. The evaluation plan is purposeful and evaluates how student-level outcomes are influenced by one or more of the following

components of gifted education programming: (a) identification, (b) curriculum, (c) instructional programming and services, (d)

ongoing assessment of student learning, (e) counseling and guidance programs, (f) teacher qualifications and professional

development, (g) parent/guardian and community involvement, (h) programming resources, and (i) programming design,

management, and delivery.

2.6. Evaluation of Programming. Students identified with gifts and talents have increased access and they show significant learning

progress as a result of improving components of gifted education programming.

2.6.3. Educators disseminate the results of the evaluation, orally and in written form, and explain how they will use the results.

Gifted Education Programming Standard 3: Curriculum Planning and Instruction

Introduction

Assessment is an integral component of the curriculum planning process. The information obtained from multiple types of

assessments informs decisions about curriculum content, instructional strategies, and resources that will support the growth of students

with gifts and talents. Educators develop and use a comprehensive and sequenced core curriculum that is aligned with local, state, and

national standards, then differentiate and expand it. In order to meet the unique needs of students with gifts and talents, this

curriculum must emphasize advanced, conceptually challenging, in-depth, distinctive, and complex content within cognitive, affective,

aesthetic, social, and leadership domains. Educators must possess a repertoire of evidence-based instructional strategies in delivering

the curriculum (a) to develop talent, enhance learning, and provide students with the knowledge and skills to become independent,

self- aware learners, and (b) to give students the tools to contribute to a multicultural, diverse society. The curriculum, instructional

strategies, and materials and resources must engage a variety of learners using culturally responsive practices.

Standard 3: Curriculum Planning and Instruction


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Description: Educators apply the theory and research-based models of curriculum and instruction related to students with gifts and

talents and respond to their needs by planning, selecting, adapting, and creating culturally relevant curriculum and by using a

repertoire of evidence-based instructional strategies to ensure specific student outcomes.


3.1.1. Educators use local, state, and national standards to align and expand curriculum and instructional plans.

3.1.2. Educators design and use a comprehensive and continuous scope and sequence to develop differentiated plans for PK-12

students with gifts and talents.

3.1.3. Educators adapt, modify, or replace the core or standard curriculum to meet the needs of students with gifts and talents and

those with special needs such as twice-exceptional, highly gifted, and English language learners.

3.1.4. Educators design differentiated curricula that incorporate advanced, conceptually challenging, in-depth, distinctive, and

complex content for students with gifts and talents.

3.1.5. Educators use a balanced assessment system, including pre- assessment and formative assessment, to identify students’ needs,

develop differentiated education plans, and adjust plans based on continual progress monitoring.

3.1.6. Educators use pre-assessments and pace instruction based on the learning rates of students with gifts and talents and accelerate

and compact learning as appropriate.

3.1. Curriculum Planning. Students with gifts and talents demonstrate growth commensurate with aptitude during the school year.

3.1.7. Educators use information and technologies, including assistive technologies, to individualize for students with gifts and talents,

including those who are twice-exceptional.

3.2.1. Educators design curricula in cognitive, affective, aesthetic, social, and leadership domains that are challenging and effective for

students with gifts and talents.

3.2. Talent Development. Students with gifts and talents become more competent in multiple talent areas and across dimensions of

learning.

3.2.2. Educators use metacognitive models to meet the needs of students with gifts and talents.

3.3.1. Educators select, adapt, and use a repertoire of instructional strategies and materials that differentiate for students with gifts and

talents and that respond to diversity.

3.3.2. Educators use school and community resources that support differentiation.

3.3. Talent Development. Students with gifts and talents develop their abilities in their domain of talent and/or area of interest.

3.3.3. Educators provide opportunities for students with gifts and talents to explore, develop, or research their areas of interest and/or

talent.

3.4.1. Educators use critical-thinking strategies to meet the needs of students with gifts and talents.

3.4.2. Educators use creative-thinking strategies to meet the needs of students with gifts and talents.


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3.4. Instructional Strategies. Students with gifts and talents become independent investigators.

3.4.3. Educators use problem-solving model strategies to meet the needs of students with gifts and talents.

3.4.4. Educators use inquiry models to meet the needs of students with gifts and talents.

3.5.1. Educators develop and use challenging, culturally responsive curriculum to engage all students with gifts and talents.

3.5.2. Educators integrate career exploration experiences into learning opportunities for students with gifts and talents, e.g. biography

study or speakers.

3.5. Culturally Relevant Curriculum. Students with gifts and talents develop knowledge and skills for living and being productive in a

multicultural, diverse, and global society.

3.5.3. Educators use curriculum for deep explorations of cultures, languages, and social issues related to diversity.

3.6. Resources. Students with gifts and talents benefit from gifted education programming that provides a variety of high quality

resources and materials.

3.6.1. Teachers and administrators demonstrate familiarity with sources for high quality resources and materials that are appropriate

for learners with gifts and talents.

Gifted Education Programming Standard 4: Learning Environments

Introduction

Effective educators of students with gifts and talents create safe learning environments that foster emotional well-being, positive

social interaction, leadership for social change, and cultural understanding for success in a diverse society. Knowledge of the impact

of giftedness and diversity on social-emotional development enables educators of students with gifts and talents to design

environments that encourage independence, motivation, and self-efficacy of individuals from all backgrounds. They understand the

role of language and communication in talent development and the ways in which culture affects communication and behavior. They

use relevant strategies and technologies to enhance oral, written, and artistic communication of learners whose needs vary based on

exceptionality, language proficiency, and cultural and linguistic differences. They recognize the value of multilingualism in today’s

global community.

Standard 4: Learning Environments

Description: Learning environments foster personal and social responsibility, multicultural competence, and interpersonal and

technical communication skills for leadership in the 21st century to ensure specific student outcomes.


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4.1.1. Educators maintain high expectations for all students with gifts and talents as evidenced in meaningful and challenging

activities.

4.1.2. Educators provide opportunities for self-exploration, development and pursuit of interests, and development of identities

supportive of achievement, e.g., through mentors and role models.

4.1.3. Educators create environments that support trust among diverse learners.

4.1.4. Educators provide feedback that focuses on effort, on evidence of potential to meet high standards, and on mistakes as learning

opportunities.

4.1. Personal Competence. Students with gifts and talents demonstrate growth in personal competence and dispositions for exceptional

academic and creative productivity. These include self-awareness, self-advocacy, self-efficacy, confidence, motivation, resilience,

independence, curiosity, and risk taking.

4.1.5. Educators provide examples of positive coping skills and opportunities to apply them.

4.2.1. Educators understand the needs of students with gifts and talents for both solitude and social interaction.

4.2.2. Educators provide opportunities for interaction with intellectual and artistic/creative peers as well as with chronological-age

peers.

4.2. Social Competence. Students with gifts and talents develop social competence manifested in positive peer relationships and social

interactions.

4.2.3. Educators assess and provide instruction on social skills needed for school, community, and the world of work.

4.3.1 Educators establish a safe and welcoming climate for addressing social issues and developing personal responsibility.

4.3.2. Educators provide environments for developing many forms of leadership and leadership skills.

4.3. Leadership. Students with gifts and talents demonstrate personal and social responsibility and leadership skills.

4.3.3. Educators promote opportunities for leadership in community settings to effect positive change.

4.4.1. Educators model appreciation for and sensitivity to students’ diverse backgrounds and languages.

4.4.2. Educators censure discriminatory language and behavior and model appropriate strategies.

4.4. Cultural Competence. Students with gifts and talents value their own and others’ language, heritage, and circumstance. They

possess skills in communicating, teaming, and collaborating with diverse individuals and across diverse groups.1 They use positive

strategies to address social issues, including discrimination and stereotyping.

4.4.3. Educators provide structured opportunities to collaborate with diverse peers on a common goal.

4.5.1. Educators provide opportunities for advanced development and maintenance of first and second language(s).


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4.5.2. Educators provide resources to enhance oral, written, and artistic forms of communication, recognizing students’ cultural

context.

4.5. Communication Competence. Students with gifts and talents develop competence in interpersonal and technical communication

skills. They demonstrate advanced oral and written skills, balanced biliteracy or multiliteracy, and creative expression. They display

fluency with technologies that support effective communication

4.5.3. Educators ensure access to advanced communication tools, including assistive technologies, and use of these tools for

expressing higher-level thinking and creative productivity. Differences among groups of people and individuals based on ethnicity,

race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area.

Gifted Education Programming Standard 5: Programming

Introduction

The term programming refers to a continuum of services that address students with gifts and talents’ needs in all settings. Educators

develop policies and procedures to guide and sustain all components of comprehensive and aligned programming and services for

PreK-12 students with gifts and talents. Educators use a variety of programming options such as acceleration and enrichment in varied

grouping arrangements (cluster grouping, resource rooms, special classes, special schools) and within individualized learning options

(independent study, mentorships, online courses, internships) to enhance students’ performance in cognitive and affective areas and to

assist them in identifying future career goals. They augment and integrate current technologies within these learning opportunities to

increase access to high level programming such as distance learning courses and to increase connections to resources outside of the

school walls. In implementing services, educators in gifted, general, special education programs, and related professional services

collaborate with one another and parents/guardians and community members to ensure that students’ diverse learning needs are met.

Administrators demonstrate their support of these programming options by allocating sufficient resources so that all students within

gifts and talents receive appropriate educational services.

Standard 5: Programming

Description: Educators are aware of empirical evidence regarding (a) the cognitive, creative, and affective development of learners

with gifts and talents, and (b) programming that meets their concomitant needs. Educators use this expertise systematically and

collaboratively to develop, implement, and effectively manage comprehensive services for students with a variety of gifts and talents

to ensure specific student outcomes.


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5.1.1. Educators regularly use multiple alternative approaches to accelerate learning.

5.1.2. Educators regularly use enrichment options to extend and deepen learning opportunities within and outside of the school setting.

5.1.3. Educators regularly use multiple forms of grouping, including clusters, resource rooms, special classes, or special schools.

5.1.4. Educators regularly use individualized learning options such as mentorships, internships, online courses, and independent study.

5.1.5. Educators regularly use current technologies, including online learning options and assistive technologies to enhance access to

high-level programming.

5.1. Variety of Programming. Students with gifts and talents participate in a variety of evidence- based programming options that

enhance performance in cognitive and affective areas.

5.1.6. Administrators demonstrate support for gifted programs through equitable allocation of resources and demonstrated willingness

to ensure that learners with gifts and talents receive appropriate educational services.

5.2. Coordinated Services. Students with gifts and talents demonstrate progress as a result of the shared commitment and coordinated

services of gifted education, general education, special education, and related professional services, such as school counselors, school

psychologists, and social workers.

5.2.1. Educators in gifted, general, and special education programs, as well as those in specialized areas, collaboratively plan, develop,

and implement services for learners with gifts and talents.

5.3. Collaboration. Students with gifts and talents’ learning is enhanced by regular collaboration among families, community, and the

school.

5.3.1. Educators regularly engage families and community members for planning, programming, evaluating, and advocating.

5.4. Resources. Students with gifts and talents participate in gifted education programming that is adequately funded to meet student

needs and program goals.

5.4.1. Administrators track expenditures at the school level to verify appropriate and sufficient funding for gifted programming and

services.

5.5. Comprehensiveness. Students with gifts and talents develop their potential through comprehensive, aligned programming and

services.

5.5.1. Educators develop thoughtful, multi-year program plans in relevant student talent areas, PK-12.

5.6. Policies and Procedures. Students with gifts and talents participate in regular and gifted education programs that are guided by

clear policies and procedures that provide for their advanced learning needs (e.g., early entrance, acceleration, credit in lieu of

enrollment).

5.6.1. Educators create policies and procedures to guide and sustain all components of the program, including assessment,

identification, acceleration practices, and grouping practices, that is built on an evidence-based foundation in gifted education.


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5.7.1. Educators provide professional guidance and counseling for individual student strengths, interests, and values.

5.7. Career Pathways. Students with gifts and talents identify future career goals and the talent development pathways to reach those

goals.

5.7.2. Educators facilitate mentorships, internships, and vocational programming experiences that match student interests and

aptitudes.

Gifted Education Programming Standard 6: Professional Development

Introduction

Professional development is essential for all educators involved in the development and implementation of gifted programs and

services. Professional development is the intentional development of professional expertise as outlined by the NAGC-CEC teacher

preparation standards and is an ongoing part of gifted educators’ professional and ethical practice. Professional development may take

many forms ranging from district-sponsored workshops and courses, university courses, professional conferences, independent

studies, and presentations by external consultants and should be based on systematic needs assessments and professional reflection.

Students participating in gifted education programs and services are taught by teachers with developed expertise in gifted education.

Gifted education program services are developed and supported by administrators, coordinators, curriculum specialists, general

education, special education, and gifted education teachers who have developed expertise in gifted education. Since students with gifts

and talents spend much of their time within general education classrooms, general education teachers need to receive professional

development in gifted education that enables them to recognize the characteristics of giftedness in diverse populations, understand the

school or district referral and identification process, and possess an array of high quality, research-based differentiation strategies that

challenge students. Services for students with gifts and talents are enhanced by guidance and counseling professionals with expertise

in gifted education.

Standard 6: Professional Development

Description: All educators (administrators, teachers, counselors, and other instructional support staff) build their knowledge and skills

using the NAGC-CEC Teacher Standards for Gifted and Talented Education and the National Staff Development Standards. They

formally assess professional development needs related to the standards, develop and monitor plans, systematically engage in training


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to meet the identified needs, and demonstrate mastery of standard. They access resources to provide for release time, funding for

continuing education, and substitute support. These practices are judged through the assessment of relevant student outcomes.


6.1.1. Educators systematically participate in ongoing, research-supported professional development that addresses the foundations of

gifted education, characteristics of students with gifts and talents, assessment, curriculum planning and instruction, learning

environments, and programming.

6.1.2. The school district provides professional development for teachers that models how to develop environments and instructional

activities that encourage students to express diverse characteristics and behaviors that are associated with giftedness.

6.1.3. Educators participate in ongoing professional development addressing key issues such as anti-intellectualism and trends in

gifted education such as equity and access.

6.1.4. Administrators provide human and material resources needed for professional development in gifted education (e.g. release

time, funding for continuing education, substitute support, webinars, or mentors).

6.1. Talent Development. Students develop their talents and gifts as a result of interacting with educators who meet the national

teacher preparation standards in gifted education.

6.1.5. Educators use their awareness of organizations and publications relevant to gifted education to promote learning for students

with gifts and talents.

6.2. Socio-emotional Development. Students with gifts and talents develop socially and emotionally as a result of educators who have

participated in professional development aligned with national standards in gifted education and National Staff Development

Standards.

6.2.1. Educators participate in ongoing professional development to support the social and emotional needs of students with gifts and

talents.

6.3.1. Educators assess their instructional practices and continue their education in school district staff development, professional

organizations, and higher education settings based on these assessments.

6.3.2. Educators participate in professional development that is sustained over time, that includes regular follow-up, and that seeks

evidence of impact on teacher practice and on student learning.

6.3.3. Educators use multiple modes of professional development delivery including online courses, online and electronic

communities, face-to-face workshops, professional learning communities, and book talks.

6.3. Lifelong Learners. Students develop their gifts and talents as a result of educators who are lifelong learners, participating in

ongoing professional development and continuing education opportunities.


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6.3.4. Educators identify and address areas for personal growth for teaching students with gifts and talents in their professional

development plans.

6.4.1. Educators respond to cultural and personal frames of reference when teaching students with gifts and talents.

6.4. Ethics. Students develop their gifts and talents as a result of educators who are ethical in their practices.

6.4.2. Educators comply with rules, policies, and standards of ethical practice.


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RESOURCES

Center for Talented Youth

Johns Hopkins University, 3400 N. Charles St., Baltimore, 410-516-0337. Offers summer residential program and school year

distance learning courses for students in grades 1-8.

Gifted and Talented Institute

973-831-7779. Located at the Wilson School in Mountain Lakes, the G&T Institute is a Saturday morning academic program for

motivated youngsters in grades K-8. With course offerings in science, math, law, writing, chess, public speaking, and many other

areas, the G&T Institute is proud to be celebrating our 23rd year of excellence in enrichment.

Gifted Child Society

190 Rock Rd., Glen Rock, 201-444-6530. Non-profit organization offer Sat. morning workshops, summer programs, parent seminars

and educator training.

Kendall Hunt https://www.kendallhunt.com/

Montclair State University Academically Gifted/Talented Youth Programs

Montclair State University, Center for Continuing Education, Upper Montclair, 973-655-4104. Weekend and summer enrichment

courses for gifted students in grades 1-11. POGO (Parents of Gifted Offspring) workshop series.

Sept, Feb Open House in Sept. for fall, Feb. for spring semester.

National Society for the Gifted & Talented

Non-profit organization created to help identify and encourage gifted and talented youth provides information about educational

resources, gifted programs, scholarships and more.

New Jersey Association for Gifted Children

PO Box 667, Mount Laurel, 856-273-7530. Volunteer organization hosts student, parent and educator workshops, annual conference,

supports advocacy and maintains website providing information and resources for gifted children in New Jersey.

Prufrock Press

Gifted Education • Advanced Learning

Twice-Exceptional Learners • Special Needs Students http://www.prufrock.com/

http://www.cty.jhu.edu/

http://www.gtinstitute.org/

http://www.gifted.org/

https://www.kendallhunt.com/

https://www.kendallhunt.com/

http://www.montclair.edu/gifted

http://www.nsgt.org/

http://www.njagc.org/

http://www.prufrock.com/

http://www.prufrock.com/


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Raritan Valley Community College

118 Lamington Rd., Branchburg, 908-526-1200 ext. 8404. Gifted and talented classes are offered during the summer for ages 8-12.

Before- and after-care available.

Summer Institute for the Gifted

River Plaza, 9 W. Broad St., Stamford, CT, 866-303-4744. Day and residential programs for gifted students ages 4-18

The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving educational

outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted.

The College of William and Mary Center for Gifted Education

http://education.wm.edu/centers/cfge/

www.cec.sped.org/index.html

The Association for the Gifted (TAG) was organized as a division of The Council for Exceptional Children in 1958 to help both

professionals and parents deal more effectively with the gifted child.

www.cectag.org

The ERIC Clearinghouse on Disabilities and Gifted Education is part of the National Library of Education (NLE), Office of

Educational Research and Improvement (OERI), and the U.S. Department of Education. ERIC is operated by The Council for

Exceptional Children (CEC) and provides information on a wide-variety of education topics such as ADD, gifted, behavior disorders,

early childhood, inclusion, and learning disabilities.

www.ecec.org/gifted.htm

The National Association for Gifted Children (NAGC) is an organization of parents, educators, other professionals and community

leaders to address the unique needs of children and youth with demonstrated gifts and talents as well as those children who may be

able to develop their talent potential with appropriate educational experiences.

www.nagc.org

Supporting Emotional Needs of the Gifted (SENG) focuses primarily on the adults in the lives of gifted children. SENG provides

information on identification, guidance, and effective ways to live and work with gifted individuals.

www.SENGifted.org

Gifted-Children.com: Identification, Encouragement, and Development (GCC) is an on-line parents' newsletter with networking and

information dedicated to making a difference in the education of children with special talents and abilities.

http://www.raritanval.edu/ce/ced/youth.html

http://www.giftedstudy.org/




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www.gifted-children.com

The Gifted Development Center serves parents, schools, and advocacy groups with information about identification, assessment,

counseling, learning styles, programs, presentations, and resources for gifted children and adults.

www.gifteddevelopment.com

Davidson Institute for Talent Development is currently one of only two national foundations supporting the profoundly gifted

population. The Davidson Institute's mission is to recognize, nurture and support profoundly gifted young people and to provide

opportunities for them to develop their talents in positive ways to create value for themselves and others.

www.davidsoninstitute.org

Documents

Secaucus Grades K-5 Board of Gifted and Talented ... · PDF fileGrades K-5 Gifted and Talented Curriculum 2016 1 District Equity Statement The Board of Education directs that all students