Embedded Files
Gifted & Talented
Gifted & Talented
The G&T Core group is a select group of students that have been placed in the program due to teacher recommendations based on classroom performance and test scores. Students advancing from 2nd to 3rd grade are recommended in June of their 2nd grade year. In September, recommended students are given a permission form to determine parental consent for testing. All students who bring back a signed permission slip are given the OLSAT test to determine help placement for the upcoming school year, as part of the Gifted and Talented Matrix.
When admitted into the G&T core group, students are pulled out of class one period a week within a group of their same grade range. During this time we delve deeper into subjects that may not fit into the normal classroom curriculum. Students are given the opportunity to learn in whichever style suits them best, i.e. art, music, acting, etc.
Students in the G&T core group are graded on a rubric that focuses on what they bring to the group as a whole. Students are expected to make up any work they may miss in their regular classroom during the time they are pulled out for G&T core. If students find themselves unable to do so, they may be asked to take a break from G&T core to focus on their grade-level work.
What is the G&T Core group?
What is the G&T Core group?
The G&T Core group is a select group of students that have been placed in the program due to teacher recommendations based on classroom performance and test scores. Students advancing from 2nd to 3rd grade are recommended in June of their 2nd grade year. In September, recommended students are given a permission form to determine parental consent for testing. All students who bring back a signed permission slip are given the OLSAT test to determine help placement for the upcoming school year, as part of the Gifted and Talented Matrix.
When admitted into the G&T core group, students are pulled out of class one period a week within a group of their same grade range. During this time we delve deeper into subjects that may not fit into the normal classroom curriculum. Students are given the opportunity to learn in whichever style suits them best, i.e. art, music, acting, etc.
Students in the G&T core group are graded on a rubric that focuses on what they bring to the group as a whole. Students are expected to make up any work they may miss in their regular classroom during the time they are pulled out for G&T core. If students find themselves unable to do so, they may be asked to take a break from G&T core to focus on their grade-level work.
Identification Process
Identification Process
Students will be tested based on teacher recommendations.
All students must be considered including students with IEPs, 504s, MLs, and students receiving academic interventions.
Students entering grades 3-5 are eligible for G&T Core Group recommendation.
Students in K-2 will receive G&T enrichment and acceleration through WIN periods.
Students in grades 6+ have opportunities for acceleration and G&T through advanced classes, clubs, and extra-curricular opportunities.
Students already in the program will be retested going into 5th grade.
For in-between years with existing G & T students (entering 4th grade), current 3rd-grade teachers should fill out a Renzulli Scale to re-endorse their participation in the G & T program.
A score of 26 will keep them in the program.
A score below 26 will possibly be retested.
Parents/Guardians will be notified of student eligibility in the program.
Complaint Process
Complaint Process
According to the New Jersey State Strengthening Gifted and Talented Education Act, "an individual who believes that a school district has not complied with the provisions of this Act may file a complaint with the district board of education. The right to file a complaint shall be set forth in the board’s policy on gifted and talented education. The policy shall be linked to the homepage of the board’s website. The board shall issue a decision, in writing, to affirm, reject, or modify the district’s action in the matter.
The individual may then file a petition of appeal of the board’s written decision to the Commissioner of Education through the Office of Controversies and Disputes in accordance with N.J.S.18A:6-9 and the procedures set forth in State Board of Education regulations [N.J.A.C. 6A:3-1.3 and 1.4]."
As per state requirement, any feedback or complaints regarding non-compliance with district policy can be submitted in writing to Priscilla Ortiz at portiz@bogotaboe.com. Please access this form, fill it out, and turn it into Priscilla Ortiz at portiz@bogotaboe.com.
Once the complaint is received the Superintendent or designee shall take the necessary actions to remediate the complaint and report such actions to the board. The board shall issue a decision, in writing, to affirm, reject, or modify the district’s action in the matter.
If the complaint is not resolved to the individual’s satisfaction or the individual is not satisfied by the written decision of the board, the individual may then file a petition of appeal of the board’s written decision to the Commissioner of Education through the Office of Controversies and Disputes in accordance with law (N.J.S.A. 18A:6-9) and the procedures set forth in State Board of Education regulations.
Gifted & Talented Webinars and Professional Development
Gifted & Talented Webinars and Professional Development
Jennifer DrakeBrooklyn College, CUNY
Some young children are able to create stunningly realistic drawings that resemble those of adult artists. In this talk, we present research examining the perceptual and cognitive skills that underlie this talent in children. We consider three pieces of evidence for their innate talent. First, the drawings of these children are advanced from the start before they have been given any formal drawing instruction. Second, these children are not just advanced but are also different: they have superior visual memory, mental rotation, and visual imagery skills. Most importantly, these children show a “rage to master” in the domain of drawing–a strong drive to figure out the rules of graphic representation. Finally, we present research suggesting that artistic brilliance in children may not be limited to drawing realistically and may be found children who are gifted in abstract expressionist art. Thus, there may be two routes that gifted child artists follow–one the early representational/realism route and the other the early abstraction route.
Some young children are able to create stunningly realistic drawings that resemble those of adult artists. In this talk, we present research examining the perceptual and cognitive skills that underlie this talent in children. We consider three pieces of evidence for their innate talent. First, the drawings of these children are advanced from the start before they have been given any formal drawing instruction. Second, these children are not just advanced but are also different: they have superior visual memory, mental rotation, and visual imagery skills. Most importantly, these children show a “rage to master” in the domain of drawing–a strong drive to figure out the rules of graphic representation. Finally, we present research suggesting that artistic brilliance in children may not be limited to drawing realistically and may be found children who are gifted in abstract expressionist art. Thus, there may be two routes that gifted child artists follow–one the early representational/realism route and the other the early abstraction route.
Ann Lupkowski-ShoplikUniversity of Iowa Belin-Blank Center
Educators are sometimes reluctant to use acceleration for their academically talented students because they have had little experience with it. This introductory session provides an overview of the research supporting acceleration as well as the tools developed to help make informed, objective decisions. Acceleration comes in many forms, including grade-skipping, subject acceleration, dual enrollment, and advanced placement courses. Seventy years of research inform us that acceleration is a success story both in the short term and in the long term, and students do well both academically and socially. Learn about the Iowa Acceleration Scale, Integrated Acceleration System, above-level testing, acceleration policies, and the resources available on the Acceleration Institute website.
Educators are sometimes reluctant to use acceleration for their academically talented students because they have had little experience with it. This introductory session provides an overview of the research supporting acceleration as well as the tools developed to help make informed, objective decisions. Acceleration comes in many forms, including grade-skipping, subject acceleration, dual enrollment, and advanced placement courses. Seventy years of research inform us that acceleration is a success story both in the short term and in the long term, and students do well both academically and socially. Learn about the Iowa Acceleration Scale, Integrated Acceleration System, above-level testing, acceleration policies, and the resources available on the Acceleration Institute website.
E. Jean GubbinsUniversity of Connecticut
Explore options for designing and implementing effective gifted and talented programs. Is identification the first step in this process? Should you adopt or adapt a curricular model? Or should you determine potential program content or curricular options? Learn about critical program components that require alignment with the identification system and expected program outcomes.
Explore options for designing and implementing effective gifted and talented programs. Is identification the first step in this process? Should you adopt or adapt a curricular model? Or should you determine potential program content or curricular options? Learn about critical program components that require alignment with the identification system and expected program outcomes.
Jonathan PluckerJohns Hopkins University
Dr. Jonathan Plucker, a professor and director of the Education Policy Program at Johns Hopkins University, about advanced education, acceleration and academic streaming. Jonathan discusses the flaws in traditional methods of identifying advanced students and advocates for universal screening to ensure equitable access to advanced programs. They cover various interventions, including acceleration, and discuss the drawbacks of de-streaming or anti-acceleration policies. They also discuss equity concerns.
They talk about flexible ability grouping, the need to challenge stereotypes about advanced students, and more. Jonathan emphasizes that education should meet the needs of every student, including students who excel academically, and he provides concrete advice for accomplishing that. A key takeaway from this episode is that offering advanced programs benefits all students and, ideally, every school should include advanced programming. This episode is a must-listen for educators of any subject, parents and policymakers.
Dr. Jonathan Plucker, a professor and director of the Education Policy Program at Johns Hopkins University, about advanced education, acceleration and academic streaming. Jonathan discusses the flaws in traditional methods of identifying advanced students and advocates for universal screening to ensure equitable access to advanced programs. They cover various interventions, including acceleration, and discuss the drawbacks of de-streaming or anti-acceleration policies. They also discuss equity concerns.
They talk about flexible ability grouping, the need to challenge stereotypes about advanced students, and more. Jonathan emphasizes that education should meet the needs of every student, including students who excel academically, and he provides concrete advice for accomplishing that. A key takeaway from this episode is that offering advanced programs benefits all students and, ideally, every school should include advanced programming. This episode is a must-listen for educators of any subject, parents and policymakers.
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