*HORIZONS logo (above) is based on student work by Sofia Drury
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Gifted and Talented
On January 13, 2020, Governor Murphy signed the “Strengthening Gifted and Talented Education Act” codifying school district responsibilities in educating gifted and talented students as referenced in N.J.A.C. 6A:8-3.1.
Chapter 35 of Title 18A is broken down by section and included in the link below:
TCCS is proud of our ever evolving gifted and talented program that we have
collectively renamed HORIZONS.
Teachers have been trained in differentiating instruction for all learners, including accelerated learners. Instruction is differentiated within the general education classroom to meet individual student needs, with lessons modified to appropriately challenge, extend, enrich, and accelerate learning while maintaining high expectations for all students.
Our elementary and middle school students enrolled in the HORIZONS (G&T) program receive enrichment programming from their classroom teachers within the general education setting alongside their peers. Differentiation may include one-on-one instruction, small-group instruction, curriculum compacting, tiered assignments, independent study, or other appropriate strategies. In addition, HORIZONS students participate in a smaller-group weekly pull-out session with the gifted and talented teacher, Ms. Esposito. Programs and assessments for students in the HORIZONS program are periodically evaluated for their continuing efficacy and adjusted accordingly.
More qualitative than quantitative. Students are offered learning experiences that are developmentally appropriate. Instruction is different, not more.
Student-centered. Because teachers believe that learning experiences are most effective when they are engaging, relevant, and challenging, and because they recognize that students enter the classroom with differing levels of readiness, teachers actively seek to provide appropriate and challenging learning experiences for all students.
A blend of whole-class, small-group, and individual instruction. To best meet the needs of all children, students may begin a study as a whole group, move into smaller groups or individual learning experiences, and then come back together to share, reflect, or plan further investigation.
Fluid and flexible. In differentiated classrooms, teachers continually assess students' needs, interests, and readiness through ongoing formative assessment and observation. Grouping changes as needed, and instruction is adjusted in response to students' developing needs.
A method that uses a variety of teaching strategies. Teachers in a differentiated classroom challenge, extend, enrich, and accelerate students in many ways. Strategies may include curriculum compacting, tiered assignments, group investigations, learning centers, independent study, or learning contracts.
HORIZONS Sessions. These smaller pull-out sessions are grouped by grade level and meet weekly to investigate larger topics examined throughout the school year. Culminating experiences are often STEAM- and project-based, encouraging students to be curious, creative, and persistent in asking questions. The curriculum is thoughtfully designed by the teacher while remaining flexible and responsive to students' ideas, interests, strengths, and curiosity. This flexible design helps create an environment in which students remain engaged, challenged, and excited about learning.
Click here for full legislation.
TCCS Criteria
TCCS policies and procedures used to identify students as gifted and talented are covered in Board Policy 6171.
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