On June 1, 2005 the State Board of Education readopted with amendments N.J.A.C. 6A: 8, Standards and Assessment for Student Achievement, which includes more specific requirements for gifted and talented programs.  The regulations define gifted and talented students as:

"Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities."

Key Points

• All public schools must have a board-approved gifted and talented program.

Our Gifted and Talented Program has been approved  by the Perth Amboy Public  School District Board of Education.

• Students are to be compared with their peers in the local school district.

The CoGAT scores were nationally and locally normed. Our students proved they were successful in both populations.  

• District boards of education shall make provisions for an ongoing K-12 identification process for gifted and talented students that includes 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.

Our  identification and participation procedures  will include: standardized test scores; achievement test scores; ability test scores; classroom performance; teacher, parent, and student input; as well as other appropriate measures developed which apply to all populations.  All identification measures will be assessed on objective terms.  It is important to note that no one single measure will automatically include or exclude a student from our programming.

• 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.
• Local school districts should ensure that the identification methodology used is developmentally appropriate, non-discriminatory, and related to the programs and services offered (e.g., use math achievement to identify students for a math program).

Identification and participation measures were based on ability scores and non-discriminatory selection. 

• N.J.A.C. 6A: 8-3.1(a)5 ii requires local district boards of education to provide appropriate K-12 educational services for gifted and talented students. Therefore, the identification process and appropriate educational challenges must begin in kindergarten.

Identification processes and participation do begin in kindergarten; however, identification may be deferred in the primary grades based on developmental readiness with programming provided through targeted enrichment of activities within the general education classroom.  All students and their needs will be addressed on a case-by-case basis. 

Our program started with students in  (3rd -5th ) and guidance from the Gifted Education Supervisor based on the students developmental needs.   

• The rules require district boards of education to develop appropriate curricular and instructional modifications for gifted students. Programs must address appropriate content, process, products, and learning environment.

1.     Content – Content will be modified and expanded upon based on a student’s prior knowledge and expertise through in-depth explorations and analysis.  The purpose of differentiating the content is to advance the thinking abilities and skills of our most advanced learners by providing them with rigorous new material best suited to their level of understanding.
2.     Process – These process changes allow for our advanced learners to explore topic subsets in depth and build upon their critical thinking skills, allowing for them to become productive 21st Century citizens.  All activities are considered for students based on their individual needs.  Students are working in self-contained classrooms and engaging in problem based learning activities. 
3.     Product – Culminating projects are assessed class by class.  Students are encouraged to engaged in  project based learning assignments of their own choice, as well as participate in the creation of accompanying rubrics.  
4.     Learning Environment – Students have the opportunity to work on enriched units by the William and Mary approved Kendall Hunt Programming.  Students are in self-contained classrooms with  like-minded students who share a common interest or aptitude, both within and beyond grade level.  All activities are conducted with sensitivities to a variety of cultural settings and student social-emotional needs.

• District boards of education shall take into consideration the PreK-Grade 12 Gifted Program Standards of the National Association for Gifted Children (NAGC) in developing programs for gifted and talented students. The NAGC standards establish requisite and exemplary gifted program standards and can be accessed at NAGC Standard.

Our district has  incorporated the newest NAGC standards into the development our programming and as well as throughout its continued progression.  In the implementation of our programming, we meet and/or exceed all standards listed.

• Each curriculum framework developed by the department provides general as well as content-specific information on gifted education (e.g., terminology, examples of appropriate practices). 

Our Gifted and Talented Program meets and exceeds standards set by the state, as well as those which fall under the Common Core Standards Initiative, the Next Generation Science Standards, NAGC, and those suggested by the Partnership for 21st Century Skills.  All frameworks provided by the State are considered as instructional resources, along with others identified by the District Gifted and Talented Supervisor along with Dr. Ellisa Brown from Rutgers University.