Morris School DistrictMorris School District20122012

The Morris School District believes that each student is The Morris School District believes that each student is entitled to challenging and stimulating educational entitled to challenging and stimulating educational opportunities.opportunities.

To provide these experiences to our students we have put To provide these experiences to our students we have put into place a multi-pronged program which consists of:into place a multi-pronged program which consists of:

Teacher-differentiated support in all K-5 classrooms.Teacher-differentiated support in all K-5 classrooms. Embedded instructional enrichment support in grade 3.Embedded instructional enrichment support in grade 3. Self-selected school-wide enrichment clusters for all Self-selected school-wide enrichment clusters for all

students grades 2-5.students grades 2-5. QUEST is a pull-out program for academically gifted QUEST is a pull-out program for academically gifted

students in grades 4 and 5. (Takes place within the students in grades 4 and 5. (Takes place within the A-F A-F day schedule for 240-260 minutes.)day schedule for 240-260 minutes.)

  

The program allows for ALL students with similar The program allows for ALL students with similar interests to come together during a specific time to interests to come together during a specific time to produce an original product, performance, or service produce an original product, performance, or service based project. The program consists of eight 40 minute based project. The program consists of eight 40 minute periods. Enrichment Clusters may include but are not periods. Enrichment Clusters may include but are not restricted to:restricted to:

EngineeringEngineering Dance/ExerciseDance/Exercise Readers’ TheatreReaders’ Theatre Math Inquiry and InvestigationMath Inquiry and Investigation Art GalleryArt Gallery Poetry and PerformancePoetry and Performance DebateDebate Community ServiceCommunity Service

Grade 4: A program that consists of cross curricular units of Grade 4: A program that consists of cross curricular units of study. Examples such as Ancient Civilizations, NJ State Bar study. Examples such as Ancient Civilizations, NJ State Bar Mock Trial and Inventions.Mock Trial and Inventions.

Grade 5: The curricular goals and objectives will evolve Grade 5: The curricular goals and objectives will evolve once student independent study selection is complete and once student independent study selection is complete and will reflect students’ gifts, interests, and talents.will reflect students’ gifts, interests, and talents.

The G&T Program design has at its foundation that every The G&T Program design has at its foundation that every student has a fundamental right to be given the opportunity student has a fundamental right to be given the opportunity to experience challenging activities in the context of to experience challenging activities in the context of interdisciplinary curricula that will enhance their ability to interdisciplinary curricula that will enhance their ability to think creatively and divergently.think creatively and divergently.

Grade 5: The curricular goals and objectives will evolve Grade 5: The curricular goals and objectives will evolve once student independent study selection is complete and once student independent study selection is complete and will reflect students’ gifts, interests, and talents.will reflect students’ gifts, interests, and talents.

Students are encouraged to follow a passion which helps Students are encouraged to follow a passion which helps to answer an engaging ‘essential question’ which assists in to answer an engaging ‘essential question’ which assists in connecting independent study to a broad learning connecting independent study to a broad learning experience.experience.

Teachers work with students to afford them with a unique Teachers work with students to afford them with a unique experience which they ultimately share in June of the 5experience which they ultimately share in June of the 5thth grade year.grade year.

Example of following a passionExample of following a passion

Following a Passion will help to develop 21Following a Passion will help to develop 21stst Century competentcies such Century competentcies such as:as:

Realizing creative potential, utilization of signature strengths.Realizing creative potential, utilization of signature strengths.Following an interest with passion; high interest, motivation and to Following an interest with passion; high interest, motivation and to

completion.completion.Ability to observe, record and analyze data.Ability to observe, record and analyze data.

Demonstrate tolerance for ambiguity and frustration.Demonstrate tolerance for ambiguity and frustration.Demonstrate effective collaboration skills.Demonstrate effective collaboration skills.

Ask open ended questions and develop a healthy skepticism with Ask open ended questions and develop a healthy skepticism with answers.answers.

Develop well reasoned conclusions through understanding.Develop well reasoned conclusions through understanding.Frame a problem and select task appropriate problem solving strategies. Frame a problem and select task appropriate problem solving strategies.

Recognize that learning involves “struggle” and reflect on how such Recognize that learning involves “struggle” and reflect on how such interaction is positive.interaction is positive.

Appreciate the value of “how” to learn and not just “what” to learn.Appreciate the value of “how” to learn and not just “what” to learn.Expand self regulatory behvaiors.Expand self regulatory behvaiors.

Effective performance and presentation skill.Effective performance and presentation skill.

The Morris School District’s Quest program is The Morris School District’s Quest program is designed to extend the established curriculum to designed to extend the established curriculum to meet the educational needs of the top 3 to 5 percent meet the educational needs of the top 3 to 5 percent of the students who have been identified as gifted of the students who have been identified as gifted and talented, thus falling into the superior academic and talented, thus falling into the superior academic range. It is designed for range. It is designed for Students who have Students who have successfully met the Morris School District’s criteria successfully met the Morris School District’s criteria for Gifted and Talented Program. for Gifted and Talented Program.

Criteria include:Criteria include: Standardized scores on the creativity/intelligence Standardized scores on the creativity/intelligence

Naglieri Nonverbal Ability Test (Score 125 and Naglieri Nonverbal Ability Test (Score 125 and above).above).

NJASK Scores (Score 250 and above in Math and NJASK Scores (Score 250 and above in Math and LAL).LAL).

Morris School District Behavioral Checklist for Morris School District Behavioral Checklist for teachers and parents (Scores in high 40’s).teachers and parents (Scores in high 40’s).

The checklist identifies 10 traits: The checklist identifies 10 traits: advanced communication skills,

creativity, humor, inquiry, insight,

interests, memory,

motivation, problem solving ability and

reasoning.

Gifted students exhibit many of these characteristics, but not necessarily all. Some of the characteristics can be viewed as negatives in certain situations and environments.

According to research, these attributes are evidenced across culture, disability, language, and socio-economic status.

Behavioral Characteristics Behavioral Characteristics ChecklistChecklist

Parent/Teacher Gifted and Talented Nomination Checklist

DIRECTIONS: Read the description of each characteristic. Mark a check (√) in the appropriate column. Calculate the totals at the bottom. Always Frequently Occasionally Rarely Never

 

The student . . .          

Advanced Communication Skills          

organizes and expresses ideas with details and abstractions          

Creativity          

can find various ways of expressing self (adapt, improve or modify objects/ideas)          

Humor          

understands and uses sarcasm, puns, jokes, clever and unique ideas          

Insight          

uses keen observations of the environment to make inferences; empathy; sensitivity          

Interest(s):          

is passionate about and has in-depth knowledge of topic(s)          

Inquiry          

seeks information/answers; inquisitive; curious          

Memory          

possesses advanced vocabulary; recall of vast amounts of information          

Motivation          

is a self-starter and has intrinsic and independent task commitment          

Problem Solving Ability          

provides alternate or multiple solutions to questions          

Reasoning          

understands cause and effect; sees patterns/relationships          

Add Column Total:          

Multiply by Weight: 5 4 3 2 1

Add Weighted Column Totals: ____ + ____ + ____ + ____ + ____ +

Characteristics of Gifted Characteristics of Gifted and and

Highly Able StudentsHighly Able Students

Advanced Communication Advanced Communication SkillsSkills

Reads above grade level with complex interpretations (in Reads above grade level with complex interpretations (in native language).native language).

Uses similes, metaphors, or analogies, rich imagery.Uses similes, metaphors, or analogies, rich imagery. Questions word meanings; for example, “How can a bat be Questions word meanings; for example, “How can a bat be

an animal and also be something we use to hit a ball?”an animal and also be something we use to hit a ball?” Demonstrates leadership abilities in nontraditional Demonstrates leadership abilities in nontraditional

settings; playground, home, church, clubs, sports, etc.settings; playground, home, church, clubs, sports, etc. Demonstrates social maturity, especially in the home or Demonstrates social maturity, especially in the home or

community.community. Expresses similarities and differences.Expresses similarities and differences. Uses specific language of a discipline.Uses specific language of a discipline. Asks questions.Asks questions. Eagerly translates for peers and adults.Eagerly translates for peers and adults. Learns a second language at an accelerated pace.Learns a second language at an accelerated pace. Often disagrees vocally with others, with teacher.Often disagrees vocally with others, with teacher. Tends to dominate others.Tends to dominate others.

CreativityCreativity

Generates new ideas and unique solutions to problems.Generates new ideas and unique solutions to problems.

Develops, adapts, improves, or modifies objects or ideas Develops, adapts, improves, or modifies objects or ideas related to learning experiences.related to learning experiences.

Demonstrates advanced coordination in physical Demonstrates advanced coordination in physical activities.activities.

Uses movement or music to demonstrate understanding.Uses movement or music to demonstrate understanding.

Tends to select artistic outlet for free activity or Tends to select artistic outlet for free activity or classroom projects: dance, music, drawing, technology.classroom projects: dance, music, drawing, technology.

Turns in messy work; not interested in details.Turns in messy work; not interested in details.

HumorHumor Catches adult’s subtle or sophisticated jokes.Catches adult’s subtle or sophisticated jokes.

Displays intellectual playfulness.Displays intellectual playfulness.

Says or does something indicating a sense of humor Says or does something indicating a sense of humor beyond age mates.beyond age mates.

Plays with language by using figurative language or puns Plays with language by using figurative language or puns for humorous effect.for humorous effect.

Uses humor that may be absurd or far out.Uses humor that may be absurd or far out.

Understands jokes and puns related to cultural Understands jokes and puns related to cultural differences.differences.

Makes jokes or puns at inappropriate times.Makes jokes or puns at inappropriate times.

InquiryInquiry

Poses unforeseen questions.Poses unforeseen questions.

Is curious about new words and phrases.Is curious about new words and phrases.

Enjoys problem solving.Enjoys problem solving.

Accesses data with ease using an unexpected variety of Accesses data with ease using an unexpected variety of tools.tools.

Becomes absorbed with self-selected problems, topics, Becomes absorbed with self-selected problems, topics, issues.issues.

InsightInsight

Interprets past, present and future ramifications.Interprets past, present and future ramifications.

Interprets another’s point of view.Interprets another’s point of view.

Demonstrates complex perspective in writing, oral Demonstrates complex perspective in writing, oral discussions, art, or problem solving.discussions, art, or problem solving.

Listens to others with sensitivity; expresses empathy.Listens to others with sensitivity; expresses empathy.

Exhibits intense concern for human issues.Exhibits intense concern for human issues.

Is self-critical, impatient with failures.Is self-critical, impatient with failures.

Emotionally sensitive - may overreact, get angry easily, Emotionally sensitive - may overreact, get angry easily, or get ready to cry if things go wrong.or get ready to cry if things go wrong.

Is critical of others, including teachers.Is critical of others, including teachers.

InterestsInterests

Presents a long attention span in areas of interest.Presents a long attention span in areas of interest.

Bases friendships on similarity of interests rather than Bases friendships on similarity of interests rather than age.age.

Displays expertise in a single subject.Displays expertise in a single subject.

Bored with routine tasks (Bored with routine tasks (i.e. rote worki.e. rote work).).

Challenges the need for rote learning.Challenges the need for rote learning.

Reluctance to explore Reluctance to explore assignedassigned topics. topics.

MemoryMemory

Requires minimum repetition for mastery.Requires minimum repetition for mastery.

Organizes, collects ideas in unique ways (Organizes, collects ideas in unique ways (using a self-using a self-developed mnemonic devicedeveloped mnemonic device).).

Retains, easily recalls, and uses new information.Retains, easily recalls, and uses new information.

Demonstrates extraordinary ability to process and retain Demonstrates extraordinary ability to process and retain information.information.

MotivationMotivation

Is curious, asks provocative questions, innovative Is curious, asks provocative questions, innovative experiments.experiments.

Takes the initiative to pursue areas of interest.Takes the initiative to pursue areas of interest.

Prefers to work independently.Prefers to work independently. Prefers to work with students whose level of English Prefers to work with students whose level of English

proficiency is higher than their own.proficiency is higher than their own.

Intense need to understand, asks penetrating questions.Intense need to understand, asks penetrating questions.

Bored with routine tasks Bored with routine tasks (i.e. rote work).(i.e. rote work).

Reluctance to explore Reluctance to explore assignedassigned topics; intensely focused. topics; intensely focused.

Problem Solving AbilityProblem Solving Ability

Takes apart and reassembles ideas, objects, or Takes apart and reassembles ideas, objects, or experiences.experiences.

Enjoys analyzing and solving more difficult problems.Enjoys analyzing and solving more difficult problems.

Offers alternate solutions; sees many possibilities.Offers alternate solutions; sees many possibilities.

Challenges self and others to generate creative/non-Challenges self and others to generate creative/non-traditional ideas or concepts.traditional ideas or concepts.

ReasoningReasoning Recognizes relationships or patterns between diverse Recognizes relationships or patterns between diverse

ideas or experiences.ideas or experiences.

Ponders multiple perspectives.Ponders multiple perspectives.

Comprehends advanced ideas, concepts, or implications.Comprehends advanced ideas, concepts, or implications.

Comprehends symbolic representations: musical, Comprehends symbolic representations: musical, numerical, alphabetical or mapping.numerical, alphabetical or mapping.

Analyzes classroom tasks and instructional techniques.Analyzes classroom tasks and instructional techniques.

Refuses to accept authority, nonconforming, stubborn.Refuses to accept authority, nonconforming, stubborn.

Is critical of others, including teachers.Is critical of others, including teachers.

Thinks critically, may lead to skepticism.Thinks critically, may lead to skepticism.

Gifted and Talented Program Gifted and Talented Program TimelinesTimelines JuneJune: All teachers complete a recommendation for every child in grades 2, 3 and 4 as the : All teachers complete a recommendation for every child in grades 2, 3 and 4 as the

first step in the process.first step in the process.

September/October:September/October: There is a review of every student, in grades 4 and 5, every year There is a review of every student, in grades 4 and 5, every year which takes place as soon as updated standardized test results are received by our district. which takes place as soon as updated standardized test results are received by our district.

October:October: Each year, parents of our new to new to our district, receive a letter inviting them Each year, parents of our new to new to our district, receive a letter inviting them to submit a QUEST Parental Nomination form for their son/daughter. to submit a QUEST Parental Nomination form for their son/daughter.

Please Note : Please Note : At any point in the year a QUEST Parental Nomination is accepted by At any point in the year a QUEST Parental Nomination is accepted by principals as students mature and we discover new gifts which our children display. principals as students mature and we discover new gifts which our children display.

October/NovemberOctober/November: Principals and Gifted and Talented teachers present information : Principals and Gifted and Talented teachers present information about the program at HSA/PTO meetings. These informational sessions take place every about the program at HSA/PTO meetings. These informational sessions take place every year in each of the 3-5 schools. The presentation includes discussion regarding traits of year in each of the 3-5 schools. The presentation includes discussion regarding traits of giftedness, the program design in each building and further clarification about the giftedness, the program design in each building and further clarification about the identification process.identification process.

Late October:Late October: Parents of 4th and 5th grade students who submitted a recommendation are Parents of 4th and 5th grade students who submitted a recommendation are notified of the identification process as it relates to their child. Parents are encouraged to notified of the identification process as it relates to their child. Parents are encouraged to meet with principals regarding their child's standing as it relates to entry into the QUEST meet with principals regarding their child's standing as it relates to entry into the QUEST program, if they have any questions. Following that meeting with a principal any parent can program, if they have any questions. Following that meeting with a principal any parent can appeal the initial decision and meet with the district's QUEST Appeal Committee.appeal the initial decision and meet with the district's QUEST Appeal Committee.

November:November: 4th and 5th grade students are entered into the QUEST program. 4th and 5th grade students are entered into the QUEST program.

April:April: Each year, parents of our 3 Each year, parents of our 3rdrd grade students, receive a letter inviting them to submit grade students, receive a letter inviting them to submit a QUEST Parental Nomination form for their son/daughter. This is used during the a QUEST Parental Nomination form for their son/daughter. This is used during the September screening of 4September screening of 4thth and 5 and 5thth graders. graders.

Please Note : Please Note : At any point in the year a QUEST Parental Nomination is accepted by At any point in the year a QUEST Parental Nomination is accepted by principals as students mature and we discover new gifts which our children display. principals as students mature and we discover new gifts which our children display.

The G&T Program runs from September –June. The G&T Program runs from September –June. Once a student is accepted into Quest, it is not necessary to nominate them again.Once a student is accepted into Quest, it is not necessary to nominate them again.

SourcesSources

Castellano and Diaz (2002)Castellano and Diaz (2002)

Clark (1988)Clark (1988)

Frasier, et al (1995)Frasier, et al (1995)

Kingore (2001)Kingore (2001)

Renzulli (1986- 2011) Renzulli (1986- 2011)

Tomlinson, Ford, Reis, Briggs, Strickland (2004)Tomlinson, Ford, Reis, Briggs, Strickland (2004)

Morris School DistrictMorris School District20122012