The Berkeley Township School District believes that meeting the needs of all students is paramount to providing a thorough and efficient education. Our goal is to empower students to reach their highest potential, physically, academically, emotionally and socially. Students will find the challenge and support needed to help them function in a world that requires:.
These standards provide a rigorous framework for instruction at each grade level in terms of content and progression of skills. As gifted and talented students typically grasp curriculum concepts more quickly and deeply than peers their age, they also need additional learning experiences that extend and enrich the standards and require students to apply complex, creative, and innovative thinking to authentic problems. In order to identify and provide for the many diverse talents of our students, we have developed a triad model for grades At the heart of the model is differentiation of instruction.
The Triad Model is based upon the following four general goals:. These standards provide a framework in which to develop opportunities for gifted and talented students. Description: Educators, recognizing the learning and developmental differences of students with gifts and talents, promote ongoing self-understanding, awareness of their needs, and cognitive and affective growth of these students in school, home, and community settings to ensure specific student outcomes.
Description: Assessments provide information about identification, learning progress and outcomes, and evaluation of programming for students with gifts and talents in all domains. Description: Educators apply the theory and research-based models of curriculum and instruction related to students with gifts and talents and respond to their needs by planning, selecting, adapting, and creating culturally relevant curriculum and by using a repertoire of evidence-based instructional strategies to ensure specific student outcomes.
Description: Learning environments foster personal and social responsibility, multicultural competence, and interpersonal and technical communication skills for leadership in the 21st century to ensure specific student outcomes.
Description: Educators are aware of empirical evidence regarding a the cognitive, creative, and affective development of learners with gifts and talents, and b programming that meets their concomitant needs.
Educators use this expertise systematically and collaboratively to develop, implement, and effectively manage comprehensive services for students with a variety of gifts and talents to ensure specific student outcomes.
They formally assess professional development needs related to the standards, develop and monitor plans, systematically engage in training to meet the identified needs, and demonstrate mastery of standard. They access resources to provide for release time, funding for continuing education, and substitute support. These practices are judged through the assessment of relevant student outcomes. Domains include any structured area of activity with its own symbol system e. This definition is taken from the Javits Act, which provides grants for education programs serving bright children from low-income families:.
Each state has its own definition of gifted and talented. Gifted and talented students are those who by virtue of outstanding abilities are capable of high performance and are identified by qualified teachers. Berkeley Township uses multiple measures to determine if a student meets the criteria for the Gifted and Talented Program when compared to grade level peers.
This is an ongoing process throughout the school year. Nominations can originate from teachers, parents and community members during the nomination period. Report card grades are reviewed before nominated students are informed with a formal nomination letter. The recommendation for participation in the program is reevaluated annually by the current classroom teachers.
Students transferring into the district who were eligible for, or were active participants in a Gifted and Talented Program in their previous district, will be considered upon entry into the Berkeley Township School District. Review and notification process will follow as described in this section of the document.
A student profile is used to identify those students who perform at remarkably high levels of accomplishment relative to their age, peers, experience, or environment. The criteria used will be a combination of qualitative and quantitative instruments which include the following:. Enrollment in an IB, AP or honors class does not automatically show that a student's level of learning is being addressed.
Whether a specific honors, AP or IB course meets the needs of a student identified as gifted in a district should be based on the student's unique needs and interests.
Afterschool programs or clubs may provide exciting opportunities for students who are identified as gifted and talented but do not fulfill the expectations put forth in N. Does the state or federal government provide funding for gifted programs? The state does not provide specific, dedicated funds for gifted programs. However, district boards of education are required to provide identification and services using state aid and local revenues.
Are local school districts obligated to accept the evaluation of a student's giftedness from another state, school district, or independent service? The measures that are used for the identification process are determined by the local school district.
Therefore, a school district is not obligated to accept the evaluation from another state, school district, or independent service. If I am moving to New Jersey from another state, how can I find out what programs are offered in a specific school or district? All public school districts in New Jersey are required to identify gifted and talented students and provide services. The types of services may differ from district to district.
For information regarding services available in a particular district, please contact the district or check its website. Contact information on schools and districts is available in the school directory.
How should gifted services be documented on a student's transcript or report card? Student performance should be documented as in any other course using grades, narratives, or other means.
This information may be found in the student handbook or district website. If there are further concerns, he or she can contact a school or district administrator. ESSA funding goes directly to districts. The NJDOE will provide guidance support to help districts use ESSA funds to better meet student and educator needs, which may include supporting or expanding gifted and talented programs or providing professional learning opportunities to teachers of students identified as gifted and talented.
Recognizing that the ongoing evaluation and retooling of a successful gifted program is an evolutionary process, the NAGC pre-k-grade 12 programming standards detail a framework that focuses on student outcomes. Districts use the program standards both as mileposts for improving programs and services and as rubrics for evaluation.
It is critical that all teachers are able to recognize a high-ability student who may need more depth and complexity in instruction or be referred for further assessment and services. However, few general teacher preparation programs provide instruction on the needs of gifted and talented students, and as a result, the majority of teachers in classrooms today have not been trained to meet the learning needs of these students.
Read the knowledge and skills standards for all teachers. Teacher Preparation Standards in Gifted Education. National standards for gifted education teacher preparation programs reflect what the field of gifted education, led by NAGC, determines is essential for gifted education specialists to know and be able to do.
The standards are the foundation for the knowledge and skills in which teacher candidates in gifted education demonstrate competency. Read the teacher preparation standards. Faculty in teacher preparation programs in gifted and talented education assume responsibility for the development of pre-K teachers who are well-prepared in recognizing and responding to the needs of gifted, talented, and high-potential students.
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