Gifted and Talented | Beyond the Benchmark

All of us do not have equal talent, but all of us should have an equal opportunity to develop our talent.

– John F. Kennedy

Introduction

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.

As used in this act:"Gifted and talented student" means a student who possesses or demonstrates a high level of ability in one or more content areas when compared to his chronological peers in the school district and who requires modifications of his educational program if he is to achieve in accordance with his capabilities.

The Essex Fells Board of Education and staff are committed to developing the gifts and talents of each student. We recognize the utmost importance of identifying and nurturing all of the varied human intelligences and providing opportunities for all students to grow.

Essex Fells School identifies gifted students through the Intervention and Referral Services process. With small class sizes and the ability to differentiate instruction, we primarily meet the needs of our advanced students as well as twice exceptional students within their fully inclusive classrooms. To do so, the Board requires that appropriate instructional opportunities be offered to identify and meet the needs of students who are capable of outstanding performance. Those students that necessitate instruction beyond classroom benchmarks are referred to the I&RS Team for individualized program development to meet their needs in one or more content areas.

The Board philosophy, which is consistent with the position of The New Jersey Association for Gifted Children (NJAGC), favors meeting the needs of potentially gifted students primarily in the general education classroom setting with the focus on differentiating curricula and instruction.

Essex Fells School is a member of the Essex County Gifted and Talented Committee. Opportunities for participation in activities sponsored by this organization over the course of the school year are available. The Essex Fells School District has an ongoing working relationship with Johns' Hopkins Center for Talented Youth for independent and enrichment opportunities for students identified as needing a level of instruction beyond the grade level benchmarks in the upper grades.

Classroom Differentiation Strategies

A commitment to creating communities where peers at similar levels have an opportunity to work, learn, and grow together is demonstrated through the careful curation of classroom placement. One of the benefits of the strategies below when executed within the classroom is thedevelopment of soft skills like collaboration, teamwork, patience, and communication. Teachers and support staff consistently monitor readiness for further differentiation and enrichment outside the general classroom.

1. Flexible Grouping – Students work in a variety of group arrangements based on similar or mixed readiness levels, learning profiles or interests. Students may also work independently.

2. Tiered Assignments – Multiple versions of an assignment that build on students’ prior knowledge and abilities.

3. Ability-Based Reading,Math and related Academic Discussion Groups

4. Small Group Learning Centers – Learning tasks adjusted to various readiness levels, interests, and learning profiles of students.

5. Independent Study and Research Projects – Allow students to investigate areas of interest, with the teacher adjusting for different degrees of independence and complexity for each student.

6. Technology – Enhanced assignments provide opportunities for students to create their own multi-media presentations; conduct research on the Internet; participate in distance learning activities with students in other schools; and engage in simulations that reflect real life situations.

7. Focus on Problem-Solving in All Classes – Offer rich opportunities for students to engage in higher-level and creative thinking to solve problems in a context-rich and naturalistic setting.

8. Curriculum Compacting – Pre-test students on upcoming units to avoid teaching students what they already know. Students who demonstrate mastery may either accelerate or pursue enrichment activities while a unit is being taught.

9. Cooperative Learning – Divides responsibility for a learning activity by assigning different roles that build on student strengths.

10. Adjusting Questions – Targeting questions to the readiness level, interest or learning profile of a student.

Beyond the Benchmark Instruction

The ongoing monitoring of student progress enables the staff to further identify individualized student needs. Similar to a referral to the Intervention and Referral Services Team for students who require Academic Support Instruction, teachers can also refer students in Grade 2* and above who require customized instruction beyond the classroom differentiation models listed above. Educator referrals will be made from October through March annually.

The Intervention and Referral Services Packet may be completed to compile a comprehensive student profile. The I&RS Packet compiles relevant assessment data pertaining to the child's referral. Staff members who interact with the child provide feedback through the Information Summary Form, which covers the domains of Classroom Performance, Social and Emotional Characteristics, Behavioral Characteristics, and Physical Development (gross and fine motor control). An Attendance and Health Inventory are also completed. A Family Questionnaire and student self-assessment are also completed.

Criteria

Academic achievement beyond the current grade level benchmarks must be evident in a minimum of four data sources per the subject(s) identified. Data sources and criteria may include, but are not limited to:

an IXL score in a range exceeding the following grade level
NWEA MAP scores in a range exceeding the following grade level
An A average or above on the 3rd-6th grade EFS report card, or independent skill application on primary report card evidenced by a 1
an Achieve 3000 lexile score in the exceeding range of the following grade level for 3rd-6th grade students, or an independent performance on a Developmental Reading Assessment level exceeding the following grade level
NJSLAA Level 5 Exceeding Expectations Proficiency

Students performing on a range one grade above on specific measures scales does provide us with helpful information for instruction, yet does not automatically necessitate pull-out instruction. The Intervention Team collaborates closely with the classroom teachers, analyzes data, observes student performance, and reserves the right to maintain the current model if it is deemed the most appropriate programming course.

Student skill, behavior, and mindset are reviewed by the Intervention Team. Skill is the developing capacity of a learner to problem solve, think critically, reason, and approach learning strategically. Behavior is the evidence, the visible action of what the learner does that we can observe and document. Mindset is essentially the driver behind it all. It is the internal belief and attitude about learning and challenges that cannot be taught, but support and frame the learner’s capacity.

Next Steps

Administration of the Naglieri General Ability Test will commence per the recommendation of the Intervention Team and parental consent. Pending results, a plan for Beyond the Benchmark instruction may occur. This plan, inclusive of its pull-out programming, remains active until the conclusion of the school year, or upon discussion with school and family. The plan consists of classroom recommendations and details of the pull-out intervention. Plan monitoring and parent communication are active components of this model. Plans generally operate in 5 to 10 week cycles and are adapted to the needs of the child. Two pull-out periods per week will be scheduled per identified subject area not to exceed 4 weekly sessions.

*Referrals for students before Grade 2 may be accepted for review and alternative criteria may be used.

Subject and Grade Acceleration

The Board also recognizes that there are a few highly capable students, outliers, for whom curriculum modification and differentiated instruction are insufficient to fulfill academic potential. For these children, acceleration must be considered whereby a child may skip a grade or attend an alternate grade/class for a certain subject area. The factors considered in the decision to accelerate are:

Intellectual and academic profile
Student disposition relative to the decision
Social readiness
Parent support

When a highly capable and motivated student is accelerated, the Intervention & Referral Services Team, along with the related classroom teachers, monitor their accelerated placement, including candidates participating in Johns Hopkins University Center for Talented Youth.

Summary and Resources

The Essex Fells Board of Education supports quality educational experiences for all students across the spectrum of ability, background and achievement. For students who demonstrate the potential for an exceptional level of ability, the Board supports differentiating curriculum and instruction to provide appropriate and challenging educational experiences. Such differentiation combines the strategies of enrichment and acceleration and provides flexibility and diversity.

Questions or Appeals can be sent to:

Dr. Michelle V. Gadaleta, Superintendent and Principal - [email protected]

Mrs. Judi L. Reynolds, Lead Teacher & Student Support Coordinator - [email protected]

Revised October 15, 2026