Gifted & Talented Education

District Responsibilities for Gifted & Talented Education

As mandated by law and Policy 2464 - Gifted and Talented Pupils, the district/Board of Education is required to:

1. 1. Implement an ongoing K-12 identification process for gifted and talented students using multiple measures.

   2. Provide appropriate K-12 educational services for gifted and talented students.

   3. Develop and implement appropriate curricular and instructional modifications, including content, process, products, and learning environment.

   4. Take into account the Pre-K–Grade 12 Gifted Programming Standards of the National Association for Gifted Children when developing programs.

   5. Make detailed information available on the district website regarding:

• Policies and procedures for identifying gifted and talented students.

• Continuum of services offered.

• Criteria for eligibility, including multiple measures, including:

  • • High cognitive ability and overall student potential

    • Academic achievement within school norms

    • Potential for excellence in vocational areas

    • Psychosocial and leadership abilities

    • Psychomotor skills

    • Visual and performing arts talents

• Applicable timelines in the identification process.

Identification Process & Annual Review

Screening and referral reviews occur annually. Following receipt of all required assessment and referral information, the Gifted and Talented District Advisory Committee reviews the student profile using multiple measures and communicates its eligibility determination to the parent/guardian in writing.

Gifted and Talented services and placement decisions are reviewed annually and may be adjusted as student needs, strengths, and performance data change.

Parents/guardians who disagree with an eligibility determination may use the appeal process described below.

Merriam Avenue School (Grades K-4)

Screening and Identification

• General education students are flagged using multiple measures (top 10% i‑Ready in ELA/Math, NJSLA scores in Grades 3–4, and/or a completed teacher referral), so no single test score determines eligibility.​

• Referred students in Grades K–4 take the CogAT (a cognitive abilities assessment) once every three years as an ability measure.​

ML and Twice‑Exceptional Students (2e) (IEP/504)

• ML and 2e students do not go through the first‑cut test filter; they are referred directly using specialized criteria and staff recommendations so language needs or disabilities do not mask gifted potential.​

• ML students may be referred based on rapid WIDA (the state English language proficiency assessment) growth and are assessed with non‑verbal and quantitative CogAT components to reduce language bias.​

• Twice‑Exceptional students are reviewed by the G&T District Advisory Committee using individual evaluations, a modified Renzulli Scale completed by a special education teacher, and parent/teacher referrals.

Program Inclusion

• The Merriam Avenue Elementary School Gifted and Talented Advisory Committee, functioning as an extension of the MTSS Intervention Team, and administrators will:

  • Analyze results from all provided criteria

  • Assess eligibility using scores and multiple measures

  • Evaluate students' readiness for accelerated learning

  • Admit qualifying students into the program

Final Decision

• A committee of trained educators will review all available data to make a balanced decision about a student's eligibility and need for G&T services.

Services Provided

• Pullout Support: Identified students receive Tier 3 group extension and enrichment during the Digital Learning period on a weekly basis.

• Tiered Intervention: Differentiation is used as an intervention strategy within the Multi-Tiered System of Supports (MTSS) framework.

• Classroom Teacher Support: One goal of G&T services is to integrate advanced instruction into the regular curriculum. For students defined as grade level after the initial assessment, the classroom teacher provides interventions within the regular classroom setting, including differentiated instruction and/or supplemental materials.

Additional Support

• Gifted and Talented District Advisory Committee recommends guidelines for classroom teachers.

• Multiple staff, such as intervention teachers, the digital learning teacher, and library media specialist, provide support during grade-level meetings to enhance the Tier 1 (core classroom instruction) curricular program.

• Identified students receive Tier 2 group extension and enrichment in regular classrooms and during the intervention block on a weekly basis.

• The district will collaborate with its MTSS external partners to provide staff professional development aimed at enriching instruction for Gifted & Talented learners.  

• Whenever possible, students are placed in Tier 3 cluster groups for collaboration on standards-based enrichment activities through pull-out opportunities.

Halsted Middle School (Grades 5-8)

Screening and Identification

• General education students are identified using multiple measures (top 10% i‑Ready in ELA/Math, NJSLA scores, and/or a teacher referral) to build a full profile rather than relying on a single test.​

• Referred students in Grades 5–7 take the CogAT (a cognitive abilities assessment) once every three years; Grade 8 students are reviewed based on their Grade 7 evaluation for continuation or exit.​

ML and Twice‑Exceptional (2e) Students (IEP/504)

• ML and 2e students bypass the first‑cut test filter and are referred directly using specialized criteria and staff recommendations to prevent under‑identification.​

• ML students may be referred based on rapid WIDA (the state English language proficiency assessment) growth and are assessed with the non‑verbal and quantitative CogAT components to reduce language load.​

• Twice‑Exceptional students are reviewed by the G&T District Advisory Committee using individual evaluations, a modified Renzulli Scale completed by a special education teacher, and parent/teacher referrals.​

Final Decision

• A committee of trained educators will review all available data to make a balanced decision about a student's eligibility and need for G&T services.

Services Provided

• Pullout Support Class: Students identified for Gifted and Talented services are provided with Tier 3 group extension and enrichment opportunities coordinated by the designated staff member(s). 

• Tiered Intervention: Differentiation is used as an intervention strategy within the Multi-Tiered System of Supports (MTSS).

• Classroom Teacher Support: One goal of G&T services is to integrate advanced instruction into the regular curriculum. For students defined as grade level after the initial assessment, the classroom teacher provides interventions within the regular classroom setting, including differentiated instruction and/or supplemental materials.

• The district will collaborate with its MTSS external partners to provide staff professional development aimed at enriching instruction for Gifted & Talented learners.  

• • Advanced Art: Students receive weekly high school Art 1 concepts in order to join Art 2 as a freshman.

  • Halsted Middle School offers Honors courses for grades seven and eight in both Math and ELA. These classes are designed to challenge and enrich our highest-performing scholars in these content areas, providing them with an opportunity to explore concepts at a deeper level. Both the Honors ELA and Honors Math courses adhere to four key principles: Depth, where topics are explored in greater detail; Complexity, engaging students with more challenging concepts and materials; Pace, moving at a faster rate to facilitate deeper learning; and Enrichment, encouraging higher-order thinking skills such as analysis, synthesis, and evaluation. Through these rigorous curricula, scholars will develop advanced academic skills, preparing them for continued success.

Additional Support

• Gifted and Talented District Advisory Committee recommends guidelines for classroom teachers.

• Multiple staff, such as the reading specialist, teacher-coach, and library media specialist, provide support during grade-level meetings to enhance the Tier 1 (core classroom instruction) curricular program.

• Identified students receive Tier 2 group extension and enrichment in regular classrooms and during the Student Skills period on a weekly basis.

• Whenever possible, students are placed in Tier 3 cluster groups for collaboration on standards-based enrichment activities through pull-out opportunities.

• Additional support occurs through grouping students for acceleration and enrichment in clubs, activities, and learning opportunities during the school day.

Request for Review Process

An individual who believes that the school district is in non-compliance with the provisions of the "Strengthening Gifted and Talented Education Act” may file a request for review with the Board of Education in writing and deliverable to the Board Secretary at 57 Trinity Street, Newton, NJ 07860. 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 under N.J.S.18A:6-9 and the procedures set forth in State Board of Education regulations.

Appeal Process

Parents/guardians who disagree with their child's eligibility decision for the Gifted & Talented program may request an appeal in writing to the building principal. The principal will provide a Gifted and Talented Parent/Guardian Rating Scale Form (Click link) for completion. Once submitted, the Gifted and Talented District Advisory Committee will review all documents and provide a written opinion on student eligibility within 10 school days. If parents/guardians disagree with the Committee's decision, they may appeal again in writing to the Superintendent of Schools within 5 school days of notification. This process ensures a thorough review of each case while maintaining a timely response to appeals. 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.A. 18A:6-9 and the procedures set forth in State Board of Education regulations.