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Medford Township Public Schools Medford, New Jersey 08055

I.M.P.A.C.T.

Instructional Model for Programming Applied Critical Thinking

Gifted and Talented Program

Grades K – 5

Online Handbook

Revised, Summer 2013


ACKNOWLEDGEMENT

We wish to extend our sincere appreciation to the following for devoting their services in revising and editing the I.M.P.A.C.T. (Instructional Model for Programming Applied Critical

Thinking) handbook. Without their efforts, this updated handbook would not be possible.

Shirley Allen, Consultant, Curriculum Department

Christy Green, IMPACT Teacher, Kirby Mill’s School Connie Papp, IMPACT Teacher, Cranberry Pines and Taunton Forge Schools

Maureen Schoenberger, IMPACT Teacher, Allen and Chairville Schools

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Joseph J. Del Rossi, Ed. D, Superintendent Thomas E. Olson, Administrative Director of Educational Programming and Planning

Beth Asbury, Ed.D, Supervisor of Instruction Gale Ferraro, Ed.D., Director of Pupil Personnel

Jo L. Eckert, Administrative Assistant

BOARD OF EDUCATION

Katherine Busca

Kathleen Chang Janet Law Clancy

Trudy Cole Ann Davidson

Amy Duca

Michael Etter Michelle Hammel

Katherine Santamore

i


MISSION STATEMENT

The primary mission of the Medford Township Public Schools (MTPS) is to educate students to

become successful citizens of the twenty-first century. We will help students reach their highest

potential; physically, academically, emotionally and socially. Students who enter the Medford

Public Schools will find the challenge and support needed to help them function in a world that

requires:

competence in academics, arts and music;

excellence in communications;

adaptability, creativity, critical thinking;

valuing of diversity;

worth in leadership in school, community, nation; and

development of character.

In order to attain these goals, we maintain excellent schools which:

provide a safe and healthy environment;

foster an acceptance of individual difference and cultural diversity;

maintain diversity and respect individual needs;

build strong cultural heritage, rich in the arts, music, literature;

provide students with all skills necessary to succeed in the twenty-first century;

draw community resources and talents from local businesses and organizations;

provide effective communication between students and teachers, teachers and parents,

schools and community;

provide accountability at all levels;

have well-prepared, motivated, educated and enthusiastic staffs;

maximize learning opportunities;

encourage all students to meet their greatest potential;

provide opportunities for students’ leadership in a varie ty of ways;

foster lifelong learning;

remain committed to values which build well- rounded individuals prepared to contribute to their homes, community, workplace, country, and world;

redesign competition to allow students to excel and help all students develop positive

self- esteem through academic challenge and success that rewards all levels of performance;

provide an effective, contemporary, articulated curriculum;

develop independence in accessing information systems leading to developing critical

thinking and problem solving skills;

teach all children to read and enjoy reading;

develop technological literacy; and

provide many opportunities to explore the greater world beyond the school in the area of

environmental awareness.


Overview

Throughout the country there is a call for all students to master more complex skills and to demonstrate understanding of more complex and sophisticated content in order to become

college and career ready in the 21st Century. Current state standards include rigorous content and application of knowledge through high-order skills. Although the standards and curricula are

aligned to meet these high expectations, all districts in New Jersey are required to provide board-approved services for gifted and talented.

MTPS is committed to implementing a program that meets the unique cognitive, social, emotional, and intellectual needs of gifted and talented students in grades K-8. However, this

handbook will only cover grades K – 5. Through the collaboration of students, educators, parents, and community members, opportunities for maximum growth and development for lifelong success for the gifted and talented population is ensured.

Program Goals

The program provides students with challenging and engaging instruction, materials, and collaboration to meet specific needs in varied academic curricula. In addition, the program

provides students with unique opportunities to expand individual talents; to strengthen existing skills and to acquire new skills; and to broaden creative thinking, critical thinking, and problem-

solving strategies. Emphasis on these goals enables students to become more independent, self-directed learners, leaders, and contributors to local and global society.


What is Giftedness? ( http://www.hoagiesgifted.org/gifted_101.htm)

Although interpretations of the word "gifted" seem limitless, there are a handful of foundational definitions that may be categorized from conservative (related to demonstrated high IQ) to

liberal (a broadened conception that includes multiple criteria that might not be measured through an IQ test).

National Association for Gifted Children (NAGC)

Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as

an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any

structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports).

Federal Definition This definition is taken from the Javits Act, which provides grants for education programs

serving bright children from low-income families:

"The term gifted and talented student means children and youths who give evidence of

higher performance capability in such areas as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who require services or activities not ordinarily provided by the schools in order to develop such capabilities fully."

US Office of Educational Research and Improvement (OERI) (1993)

In the report titled National Excellence and Developing Talent, the term "gifted" was dropped.

This definition uses the term "outstanding talent" and concludes with the sentence:

"Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor."

State Definitions of Gifted and Talented

Each state has its own definition of gifted and talented.

o The New Jersey Administrative Code’s (N.J.C. 6A:8-3.1) definition of gifted and talented students states the following: “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 school district and who require modifications of their educational program if they are to achieve in accordance

with their capabilities.” o Code N.J.A.C. 6A:8-3.1(a)5ii requires all district boards of education to provide

appropriate K-12 educational services for gifted and talented students.

Gifted and talented children are those identified by professionally qualified persons who by

virtue of outstanding abilities are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the

regular school program in order to realize their contribution to self and society.

http://www.hoagiesgifted.org/gifted_101.htm

http://www.nagc.org/index.aspx?id=572


Characteristics of Giftedness (Below are only some of the characteristics)

Note the Difference Source: Janice Szabos, Challenge Magazine, 1989, Issue 34

A Bright Child: A Gifted 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 a new design

Enjoys school Enjoys learning

Absorbs information Manipulates information

Technician Inventor

Good memorizer Good guesser

Enjoys sequential presentation Thrives on complexity

Is alert Is keenly observant

Is pleased with own learning Is highly self-critical


Program Descriptions

Grades K – 2: The program in these grades focuses within general intellectual and specific academic (reading) domains. Identified students meet in guided reading groups facilitated by their classroom teacher.

The emphasis is on reading increasingly challenging books over time.

Within the guided reading group, students develop, enhance, and engage:

As individual readers with other readers who are similar in their reading development and level of text, while participating in a socially supported activity.

In reading strategies so that they can read increasingly difficult texts accurately, fluently, and independently.

In the process of using different sources of information, self-monitoring, and cross-checking.

In discussion about the books.

In activities that involve extending and responding to texts.

Grade 3: Identified students meet with the IMPACT (Instructional Model for Programming Applied

Critical Thinking) teacher outside the regular classroom once a week, every other week. Students

are engaged in material that develops and expands high-order thinking skills. Through

interdisciplinary studies, students expand their creative thinking, critical thinking, and problem-

solving strategies.

The following topics are explored during the year:

Communication: How does effective communication ensure that the intended message is delivered and received within meaningful contexts?

Literacy: How do pictures tell stories?

Breaking the Code: How does cryptology influence everyday life?

Logical Reasoning to Solve Word Problems: How does applying logical reasoning strategies influence problem solving skills?

You Be the Historian: How do historians ask questions, examine evidence, draw conclusions about the past to understand the future?

Scientific Experimentation: How do scientists create and prove or disprove hypotheses? How does scientific experimentation impact our lives?

Grades 4 and 5:

Identified students in both 4th and 5th grades meet together as one group. Students meet with the IMPACT teacher outside of the regular classroom five days a week for 30 minutes each day

every other week for the duration of the school year.


Since these grades are combined there are two units of study that are rotated from one year to the

next. By the end of fifth grade, students will have had both extensive, interdisciplinary units of study. These units enable students to delve into the topics with in-depth reading, higher- level thinking skills, and hands-on applications.

Unit 1: The Power of Energy

Students will explore, read, investigate, and research answers to the below essential questions to acquire a deeper understanding of the power of energy in their lives :

How can we generate new forms of energy to help our planet become

environmentally healthy?

How can wind be used as renewable energy?

How does the production of some energy cause pollution?

What would it be like to live without energy?

What is biodiesel fuel? How is it made? What are its benefits?

What are fossil fuels? How do we extract and use them? What are the economic and environemental impacts of fossil fuels?

Why is renewable energy important to our homes?

How is solar/electric energy used in vehicles? What components are needed to

build a solar/electric vehicle?

How effective are solar ovens? What materials would you use to make the hottest

and fastest solar oven?

Unit 2: Architects of Learning

Students will explore, read, investigate, and research answers to the below essential questions to acquire a deeper understanding of the role architecture plays in their lives. Students will develop an architectural plan from the initial stages to calculations of

diagrams, materials, etc. and then bring the plan to fruition:

What is architecture?

How does architecture impact our lives?

How does architecture of the past influence us today?

How are cultural values reflected in architecture?

What planning needs to occur when building a structure?

What factors contribute to the outcome of an architectural structure?


Program Identification

How many gifted children are there in the U.S.?(http://www.nagc.org/index2.aspx?id=548)

National Association for Gifted Children (NAGC) estimates that there are approximately 3

million academically gifted children in grades K-12 in the U.S - approximately 6% of the student population. No federal agency or organization collects these student statistics; the number is

generated based on an estimate that dates back to the 1972 Marland Report to Congress, which estimated that 5-7% of school children are "capable of high performance" and in need of "services or activities not normally provided by the school."

Selection Process

Kindergarten:

Kindergarten Early Readers Criteria

1. Early Literacy Assessments 2. Benchmark Independent Reading Level—

3. Teacher Recommendation Form—

Protocols

Step One: Fall Early Literacy Assessment scores are compiled. Students meeting

or exceeding the required scores have met the first criterion.

Step Two: The kindergarten teacher identifies the students reading independently

and completes the recommendation form, including the Fall Early Literacy

Assessment scores.

Step Three: The kindergarten teacher administers the Benchmark Assessment

System by Fountas and Pinnell to determine the kindergartener’s independent

reading level. This information is added to the form.

http://www.nagc.org/index2.aspx?id=548


The reading assessment will begin at Level E (the minimum criterion for

entry). The writing portion of the assessment will not be administered.

Step Four: The following are gathered and are kept on-file with the kindergarten

teacher:

Recommendation forms. A list of students who qualify for the program by meeting all three criteria.

A schedule for guided reading instruction for both A.M. and P.M. eligible students. Students are not to be “pulled” out of the classroom.

Step Five: By the end of the first week of October, a list of participating students

and their instructional times is sent by the kindergarten teacher to the building

principal.

Step Six: The Kindergarten Early Reader’s Club, facilitated by the kindergarten

teacher through guided reading, begins no later than the third week of October.


Grade 1:

1st Grade Soaring Readers Criteria

1. Benchmark Assessment Independent Reading Level—


Protocol

Step One: The first grade teacher identifies the students reading independently at

Level K or above and completes the Teacher Recommendation Form.

Step Two: The first grade teacher administers the reading portion of the

Benchmark Assessment to determine the student’s independent reading level. This

information is added to the form.

The reading assessment begins at Level K, the minimum criterion for entry.

The Reading Specialist can serve as a resource should there be questions or should the classroom teacher like another “set of eyes” to analyze the

Benchmark data.

Step Three: By the end of the first week of October, a list of participating

students with their guided reading instructional times is sent to the building

principal.

Step Four: Guided reading instruction begins.

The following items are kept on-file with the classroom teacher:

Recommendation forms.

A list of students who qualify for the program by meeting all criteria. A schedule for guided reading instruction for eligible students. Students are

not to be “pulled” out of the classroom.


Grade 2:

2nd

Grade Racing Readers Criteria

1. Benchmark Assessment Independent Reading Level—


Protocol

Step One: The 2nd

grade classroom teacher identifies the students reading

independently at Level N or above and completes the Teacher Recommendation

Form.

Step Two: The classroom teacher administers the reading portion of the

Benchmark Assessment to determine the student’s independent reading level. This

information is added to the form.

The reading assessment begins at Level N, the minimum criterion for entry. The Reading Specialist can serve as a resource should there be questions or

should the classroom teacher like another “set of eyes” to analyze the

Benchmark data.

Step Three: A list of participating students with their guided reading instructional

times is sent to the building principal.

Step Four: Guided reading instruction begins.

The following items are kept on-file with the classroom teacher: Recommendation forms. A list of students who qualify for the program by meeting all criteria.

A schedule for guided reading instruction for eligible students. Students are not to be “pulled” out of the classroom.


CRITERIA Overview

(Beginning end of Grade 2)

WHEN Administered

SAGES-2: K-3

(Math/Science)

(Screening

Assessment for Gifted

Elementary and

Middle School

Students)

Measures achievement in mathematics and science that was acquired through formal

and informal educational experiences. Items require recall, understanding, and

application of ideas and basic concepts.

Second Grade:

Admin istered first or

second week of May

SAGES-2: K-3

(Language Arts/Social

Studies)

Measures achievement in language arts and social studies whose foundation is linguistic

in nature. Items require students to recall, understand, and apply ideas and basic

concepts.

SAGES-2: K-3

(Reasoning)

Measures problem solving ability. Items are presented in an analogy format where the

student must recognize p ictures or figures, deduce relat ionships, and then find other

pictures or figures that relate to the stimulus in the same manner. Relationships may

vary in one or more attributes, associations, and or/meanings. Content is not related to

abilities formally taught in school.

CogAT (Verbal)

(Cognitive Abilities

Test)

Measures flexibility, fluency, and adaptability in reasoning with verbal materials and in

solving verbal problems.

Third Grade: Administered

third week in September

CogAT (Quantitative)

Measures flexibility and fluency in working with quantitative symbols and concepts and

the ability to organize, structure, and give meaning to an unordered set of numerals and

mathematical symbols.

CogAT (Nonverbal) Measures use of general cognitive skills to reason and solve problems that have not

been directly taught. Items require no outside conceptual or factual knowledge.

Teacher

Recommendation

Form

1-4 Likert rat ing scale for learn ing, motivational, leadership, and creativity

characteristics.

Second Grade: Completed

by classroom teacher in

May


End of Grade 2: In the late spring of second grade, all second graders are administered the standardized SAGES-2: K-3 (Screening Assessment for Gifted Elementary and Middle School Students) assessment.

There are three Subtests: Subtest 1: Mathematics/Science, Subtest 2: Language Arts/Social Studies, Subtest 3: Reasoning.

The subtests of the SAGES-2 indicate predicted levels of achievement and aptitude. Students’ command of content and natural intellect is measured. Because achievement and aptitude are

developmental in nature, performance on the STAGES-2 is correlated to chronological age. Using norm-referenced tables, subtest raw scores are converted to quotients (clearest indicator of

a student’s performance) based on chronological aged norms. Quotients of 90 through 110 are within the average range for children in the normal normative group. Distribution curves have a mean of 100 and a standard deviation of 15.

Medford Township Public Schools’ (MTPS) distribution list is created each year for each subtest

by using that year’s second grade class performance. Toward the end of May, second grade classroom teachers complete a recommendation form for

each student. Learning, motivational, leadership, and creativity characteristics are rated on a 1-4 Likert scale.

Student IEP’s should be consulted prior to testing for testing modifications.

Grade 3: In September of third grade, all third graders are administered the Cognitive Abilities Test (CogAT) which measures learned reasoning and problem-solving skills in three different areas:

verbal, quantitative, and nonverbal. The CogAT is nationally normed so its interpretation is based on a comparison of a test taker’s performance of other students of the same age and grade.

The CogAT provides an “external” look at the performance of our students in relation to the rest of the nation within the same populations.

MTPS uses the Standard Age Score (SAS) in the verbal, quantitative, and nonverbal tests. MTPS’ distribution list is created each year for each test battery by using that year’s third grade

class performance. In November of each school year, IMPACT teachers meet to review the data that is placed on a

matrix. The point range for each criterion is 1-3. Students receive one point if their SAS scores are in the average range. Two points are awarded for students whose scores are in the one

standard deviation above average range. Three points are awarded for students whose scores are in the 1.5 standard deviation above the average range. *Student IEP’s should be consulted prior to testing for testing modifications.

On the Teacher Recommendation, points are distributed as follows:


Score Matrix Point

Value

100 - 75 3

74 - 50 2

49 - 25 1

Matrix Scores: The maximum number of points a student can accumulate is 21. Students’ points are placed on the matrix from 21 to 0. The cut off number on the matrix changes each year

depending on where the 6% of students falls.

Notification Students who qualify for IMPACT are notified in November by letter. Parents/guardians must

sign the letter indicating whether they would like their child to participate in this program. Once a student qualifies for IMPACT and begins the program in third grade, that student continues in the program in grades 4 and 5.

Grades 4 and 5: New Students Students new to MTPS in 4th or 5th grade who may qualify for IMPACT:

Check previous school’s record for previous placement in a gifted and talented program

Current classroom teacher’s observations in conjunction with discussions with IMPACT

teacher and building principal

Current grades and previous school’s grades

Please Note: Advanced proficient in the NJ ASK is not a criterion Procedures:

A request to the building principal with specific information that supports evaluating

these students is the first step.

CogAT Form C, Level B (for 4th grade) and Level C (for 5th grade) is administered

CogAT matrix points based on below Standard Age Score (SAS) for each test battery

test: CogAT

SAS Score Matrix Points

100 – 115 1

116 – 123 2

124 and above 3

If a student scores between 116 – 123 on any one of the CogAT test batteries, then all the

SAGES-2: 4-8 subtests (Mathematics/Science, Language Arts/Social Studies, and Reasoning) are administered. All subtest raw scores with student’s age are converted to

quotient scores based on the normal standardized sample.


SAGES-2: 4-8

Quotient Score Matrix Points

100 – 114 1

115 – 122 2

123 and above 3

The maximum points a student can receive is 18. The current year’s matrix point range will determine new student cut-off scores. Since there is no teacher evaluation (maximum of 3

points) for new students, the range of matrix points for program qualification for a new student typically is between 11 – 18 points.

Re-evaluation for In-district: Students who have been in the district and did not qualify

for IMPACT in third grade may be reevaluated in fourth grade and will be reviewed on an

individual basis when and if there is an inquiry to the student’s status.

Impact teacher and principal review third grade criteria and where student placed on the matrix in third grade. Consult with current classroom teacher for student’s progress.

Re-evaluation may occur if in third grade, student received 3 points for any test battery in

CogAT or any subtest in SAGES-2: K-3.

If there is agreement among district curriculum director, principal, and Impact teacher, then

the following tests are administered. o CogAT Form C, Level B (for 4th grade) and Level C (for 5th grade) is administered.

o CogAT matrix points based on below Standard Age Score (SAS) for each test battery test:

CogAT

SAS Score Matrix Points

100 – 115 1

116 – 123 2

124 and above 3

o SAGES-2: 4-8 subtests (Mathematics/Science, Language Arts/Social Studies, and

Reasoning) are administered. All subtest raw scores with student’s age are

converted to quotient scores based on the normal standardized sample.

SAGES-2: 4-8

Quotient Score Matrix Points

100 – 114 1

115 – 122 2

123 and above 3

The maximum points a student can receive is 18. The current year’s matrix point range will

determine new student cut-off scores. Since there is no teacher evaluation (maximum of 3 points) for new students, the range of matrix points for program qualification for a new

student is typically between 11 – 18 points.


If a Child Study Team member/Teacher feels that a Special Education Student’s test results

are not reflective of the student’s ability, alternative in-district testing may be considered for acceptance into the program.

Test Exemption: In the event that Teachers, Staff, and/or Parents feel that a student should be

exempt from taking the SAGES and/or COGAT test, the following procedures should be taken:

Exemption should be based on a student’s ability to perform in the testing situation NOT on

their projected performance.

If a Teacher or Child Study member feels that a student should be not be tested, the student’s

parent should be notified by a member of the Child Study Team.

If the parents agree to the exemption, they must sign and return the attached exemption

document.


Qualifications (Each year qualification is based on that current year’s mean scores and standard deviations which are calculated and then pl aced on an Excel

spreadsheet by the IMPACT teacher.)

Third Grade IMPACT Qualifications

Point Ranges based on following:

3 Points – +1.5 SD

2 Points – +1.0 SD

1 Point – Average

No Points – Below Average

Sample Excel Spreadsheet

Last Name

First Name HR

SAGES-2: K-3 Scores

CogAT Teacher Matrix Points Scores Rec Score

Matrix

Points for CogAT

Nonverbal

Total Matrix Points

Earned Out of

21

Math/

Science Subtest

1

Lang.Arts/

Social Studies

Subtest 2 Reasoning Subtest 3

Verbal Test

Battery 1

Quantitative Test

Battery 2

Nonverbal Test

Battery 3

Teacher Rec. Score

Matrix Points

for SAGES-

2 Math and

Science

Matrix Points for SAGES-2

LA & Social Studies

Matrix

Points for SAGES-2 Reasoning

Matrix Points

for CogAT Verbal

Matrix

Points for CogAT

Quantitative

Matrix Points

for Teacher Recom

Doe S 22 89 98 89 92 93 91 50 0 1 0 0 0 0 2 3

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