Gifted and Talented Education Ocean City Primary School G.A.T.E.

Nationally  The US Department of Education suggests that states adopt a policy identifying the top 5-7% of school children as being gifted and talented.  The USDOE leaves all decisions about gifted education to the state and local level and does not provide any funding for gifted and talented programs. All public schools must have a Board of Education approved gifted and talented program.

State of New Jersey  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.  The identification process for gifted and talented students must include 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 identification must be developmentally appropriate, non- discriminatory, and related to the programs and services offered (e.g., use math achievement to identify students for a math program).  The State students are to be compared with their chronological peers.  Local school districts will continue to be monitored as part of the regular school district evaluation process. Board of Education approved policies and procedures must be made available.

Common Core Standards  The Common Core language arts and mathematics standards have been written to uphold and advance high standards for all students.  The Ocean City School District understands that we have a requirement to have all students meet the Common Core standards (adopted by New Jersey on June 16 th, 2010.)  We are in the process of doing what CCSS has not yet done: create/adapt the standards for advanced learners with the knowledge that some students will be ready to move beyond these standards before the end of the year.

Ocean City School District  The Board of Education recognizes its responsibility to identify gifted and talented pupils within the school district and to provide these pupils appropriate instructional adaptations and services. To that end, the Board directs each such pupil in the school district be identified and offered an appropriate educational program and services.  For purposes of this policy, gifted and talented pupils will be defined as those “exceptionally able pupils who possess or demonstrate high levels of abilities, in one or more content areas, when compared to their chronological peers in the district and who require modification of their educational program if they are to achieve in accordance with their capabilities.”

Ocean City School District  The Board will develop appropriate curricular and instructional modifications to be used for gifted and talented pupils indicating content, process, products and learning environments.  The School District developed procedures, using multiple measures, for an ongoing identification process and appropriate educational challenges for gifted and talented pupils in Kindergarten through grade twelve. The identification methodology is developmentally appropriate, non- discriminatory and related to the programs and services offered by the district.  The educational program offered to gifted and talented pupils will encourage and challenge them in the specific areas of their abilities, but will not replace the basic instructional program of the various grades of this district. The program offered to a gifted and talented pupil may be infused into the pupil’s regular instructional program.

Identification of Students  Student identification for inclusion in the gifted and talented education program is data driven and evidence based, utilizing multiple measures.  The OCSD utilizes 3-5 criteria to determine the top 5-10% of our students in the areas of Mathematics and English Language Arts that are not just “bright children,” but are “gifted learners”  Due to the wide range of abilities at the Ocean City Primary School, we use:  MAP Testing results (computerized adaptive norm-referenced assessment)  Trimester grades (average of the first two)  Teacher recommendations  Performance Sample (curriculum based benchmark assessment)  Reading and/or writing sample for ELA (such as DRA levels)  TOMAGS: Test of Mathematical Abilities for Gifted Students  Gray Oral Reading/Brigance test  Any other developmentally appropriate benchmark

Bright ChildGifted Learner Knows the answers.Asks the questions. Is interested.Is highly curious. Is attentive.Is mentally and physically involved. Has good ideas.Has wild, silly ideas. Works hard.Plays around, yet tests well. Answers the questions.Discusses in detail, elaborates. Top group.Beyond the group. Listens with interest.Shows strong feelings and opinions. Learns with ease.Already knows. 6-8 repetitions for mastery.1-2 repetitions for mastery. Understands ideas.Constructs abstractions. Enjoys peers.Prefers adults. Grasps the meaning.Draws inferences. Completes assignments.Initiates projects. Is receptive.Is intense. Copies accurately.Creates new design. Enjoys school.Enjoys learning. Absorbs information.Manipulates information. Technician.Inventor. Good memorizer.Good guesser. Enjoys straightforward, sequential presentation.Thrives on complexity. Is alert.Is keenly observant. Is pleased with own learning.Is highly self-critical. By Janet Szabos: Gifted Child Quarterly

OCSD Programming  We understand that high quality gifted programming requires careful planning, maintenance and evaluation.  We implement the following programs:  Accommodations in the regular classroom (Cluster Grouping)  Research clearly documents that all students benefit when gifted students are placed in a small cluster (Gentry et.al.).  At OCPS, a small group of identified gifted students are clustered in mixed ability classrooms.  Part-time assignment to special classes (Power Hour)  Research also clearly documents that there are benefits to keeping gifted students together for at least part of the school year. (Rogers et.al.).

Our Vision  AT OCSD we believe that all students can achieve and we differentiate instruction as developmentally appropriate.  We begin with the premise that each child should come to school to stretch and grow daily.  We expect and utilize a measure of progress and growth that utilizes competition with oneself rather than competition against others.  We envision schooling as an escalator on which students continually progress, rather than a series of stairs with targets or landings.

Reaching Our Vision  Good curriculum and instruction for gifted learners begins with good curriculum and instruction.  We implement scaffolded curricula for all students, including our gifted and our struggling learners within the CCSS.  We have followed the NJDOE recommended CCSS rollout target dates.  Good teaching for gifted learners is paced in response to the student’s individual needs.  Good teaching for gifted learners happens at a higher “degree of difficulty” than for many students their age.  Good teaching for gifted learners requires an understanding of “supported risk” for those that can handle the challenge.

Our Staff  The USDOE and NJDOE do not have teacher certification or training requirements for working with gifted students.  The Ocean City School District holds itself to the highest standard and has consulted with SRI/ETTC, EIRC and ERIC and have trained our staff on various methods of differentiated instruction.  We believe that all children deserve the highest quality of instruction possible and that such instruction will only occur when teachers are aware of and able to respond to the unique qualities and characteristics of the students they instruct.  Our teachers work collaboratively in Professional Learning Communities (PLCs) to meet the needs of all of our students.

Our Staff  To provide appropriate learning experiences for all of our students, we hire and train our staff to possess the following:  a knowledge and valuing of the origins and nature of the various levels of intelligence,  a knowledge and understanding of the cognitive, social, and emotional characteristics, needs, and potential problems experienced by our gifted and talented and struggling students;  a knowledge of and access to advanced and remedial content and ideas;  an ability to develop a differentiated curriculum appropriate to meeting the unique intellectual and emotional needs and interests of all students including gifted and talented and struggling students; and  an ability to create an environment in which all students, including gifted and talented and struggling students can feel challenged and safe to explore and express their uniqueness.

At OCPS  The Primary School offers differentiated curricula for GATE students.  Students will be identified for their eligibility and will be cluster grouped with other GATE identified students in the regular classroom setting.  Teachers have been extensively trained and are observed and evaluated in differentiating instruction for all learners, including the accelerated learner.  Their lessons and instruction are differentiated and accelerated to meet the needs of the GATE students.

At OCPS  GATE students will also be placed together for “Power Hour” instruction based on content; English Language Arts (ELA) and/or Math based on their eligibility.  The first trimester of “Power Hour” will focus on Mathematics.  The second trimester of “Power Hour” will focus on English Language Arts.  The third trimester of “Power Hour” will focus on Social Studies and Science (all identified GATE students will be grouped together)

Thank you Stay tuned for a comprehensive Gifted and Talented Education Handbook to be released this year. For more information, please contact your child’s teacher at the Primary School or go to the Ocean City School District webpage: