■ Provide opportunities for students to discover and explore areas of interest.

■ Provide students with experiences that promote increased creativity and problem-solving.

■ Identify students demonstrating exceptional ability and provide them with a range of enriching and academically appropriate experiences both within and beyond the classroom.

■ Support gifted learners in understanding themselves – their unique ways of thinking, their interactions with others, and their areas of strength and challenge.

The following opportunities are available for identified students in grades kindergarten through twelfth grade as indicated:

Classroom Differentiation (Grades K-12) - Differentiated instruction occurs in the regular classroom setting. Differentiated instruction includes, but is not limited to, modifications in assignments and materials, alternative forms of assessment, various grouping strategies, small group and independent work. The enrichment needs of gifted and talented pupils can be met through a wide variety of activities and teaching strategies. Appropriate curricular and instructional modifications will be developed for identified gifted pupils in regard to content, process, product, and/or learning environment.

The following opportunities are available for identified students in grades kindergarten through eighth grade as indicated:

In-class Enrichment (Grades K-2) - The gifted and talented teacher will push-in to Kindergarten and 1st grade classrooms to provide students with enrichment opportunities. These activities will allow for These observations will assist in the gifted and talented identification.

Pull-out Enrichment (Grades 3-6) - Students performing above grade-level in a specific content area will be provided opportunities to enhance their learning by meeting with the gifted and talented teacher. The enrichment activities will provide opportunities for students to participate in challenging activities in their area of strength. Participation in this program is flexible.These opportunities are for students that have been identified as benefiting from additional instruction, and are not involved in the gifted and talented program.

Elective Enrichment (Grades 7-8) - The gifted and talented teacher will develop various enrichment activities connected to specific topics throughout the school year. Students meeting the criteria will be offered enrichment opportunities. Participation in this program is flexible. This opportunity is for students that have been identified as benefiting from additional instruction.

Pull-out Gifted and Talented Program (Grades 3-6)- Identified students will be given opportunities to participate in higher-level thinking activities/units/projects with academic peers outside of the regular classroom. These learning experiences will address the needs of gifted learners. Students will meet with the gifted and talented teacher twice per week. Students must qualify through the identification process to participate in this program.

Pull-out Gifted and Talented Program - Instrumental Music (Grades 3-6) - Identified students who show giftedness in music will be given opportunities to participate in music-based activities outside of the regular classroom. These learning experiences will address the needs of gifted learners. Students will meet with their instrumental music teacher weekly. Students must qualify for the music-gifted program through the identification process to participate in this program.

Continuum of Services (Grades 7-12)
Accelerated Programming(Grades 7-8) - Students will have the opportunity to participate in learning at Hillside Innovation Academy (HIA) and accelerated programming at Walter O. Krumbiegel Middle School (WOK).

Honors and Advanced Placements (Grades 7-12) Students at Hillside Innovation Academy (HIA), Hillside High School (HHS), and Walter O. Krumbiegel Middle School (WOK) are eligible, after placement, for honors and advanced placement (AP) level coursework.

Additional Opportunities (Grade K-12) ■
Special Topics: Special topics or enrichment seminars may be arranged by the gifted and talented teacher. These enrichment seminars provide opportunities for interaction with professionals to develop career awareness in students and to identify and clarify student interests.
Contests and Competitions: Opportunities for participation in contests and competitions may also be made available for gifted and talented students, when appropriate.

Identification Criteria and Process - Students are considered for the gifted and talented program through the use of performance data. Teacher and parent recommendations will be considered for program screening.
Identification for Screening- There are three ways in which students can be identified for further screening: through the use of performance data, teacher nomination, or parent nomination.

1. Performance Data - At the end of each school year, the district will review assessments for all students. Listed below are some of the assessments that will be used to identify students for gifted and talented programs.
■ Naglieri General Abilities Assessment
■ New Jersey Student Learning Assessment (3-8)
■ Benchmarks

2. Teacher Referral - Any teacher can recommend a student for consideration for the gifted and talented program. Teachers nominating students must complete the district’s teacher referral and forward it to the building principal. Teacher nominations will be requested in the Spring, but are ongoing as needed.

3. Family Referral - Parents may nominate their child for consideration into the gifted and talented program by providing a written request to the building principal by May 15th, with the following information:
■ Student Name
■ Grade Level
■ Homeroom Teacher
■ Parent/Guardian(s) Name, Address, and Telephone Number
■ Information about your child’s personal qualities that you believe are associated with exceptionality and what has made you realize that your child is exceptionally able.
■ Learning/behavioral characteristics of your child associated with general intellectual ability.

Selection Process - The Selection Committee (minimum 4 members) will meet annually to review students’ educational profiles in comparison to their local chronological peers to make program recommendations. The committee will include at least one administrator, multiple teachers, and the school counselor.

Leave of Absence - Students/parents wishing to temporarily leave the program should be in contact with the gifted and talented teacher. The request to temporarily leave the program must be in writing.

■ If the pupil’s academic record indicates a decline in performance, and/or the student demonstrates the inability to maintain general academic expectations in class, the gifted and talented teacher will contact the parents to meet and discuss the appropriateness of the program.

■ A decision to withdraw a pupil from the Gifted and Talented program will be made by the pupil’s classroom teacher, the Director of Curriculum and Instruction, the building principal, the pupil’s parent(s) or legal guardian(s), and, when appropriate, the pupil.

Exiting the Program - Students/parents wishing to exit the program should be in contact with the gifted and talented teacher. The request to withdraw must be in writing.

■ If the pupil’s academic record indicates a decline in performance, and/or the student demonstrates the inability to maintain general academic expectations in class, the gifted and talented teacher will contact the parents to meet and discuss the appropriateness of the program.

■ A decision to exit the program for a pupil from the Gifted and Talented program will be made by the pupil’s classroom teacher, the Director of Curriculum and Instruction, the building principal, the pupil’s parent(s) or legal guardian(s), and, when appropriate, the pupil.

Parents, students, and teachers may appeal the decisions of the selection committee regarding selection or removal from the gifted program by following these steps:

1. Submit an appeal letter to the building principal no later than 15 working days after the committee has notified the parents of the selection decision.

2. The committee members will review their decision and will respond to the person making the appeal no later than 15 working days after receipt of the letter of appeal.

3. The committee may request additional testing or data collection and may interview the student and/or parents.

If dissatisfied with the decision of the committee, file a complaint with the Hillside Board of Education. The BOE shall issue a decision, in writing, to affirm, reject, or modify the district’s action in the matter.

C.18A:35-38 Complaint for noncompliance. 5. a. An individual who believes that a school district has not complied with the provisions of this act may file a complaint with the board of education. The right to file a complaint shall be set forth in the board’s policy on gifted and talented education. The policy shall be linked to the homepage of the board’s Internet website. The board shall issue a decision, in writing, to affirm, reject, or modify the district’s action in the matter. b. The individual may then file a petition of appeal of the board’s written decision to the Commissioner of Education through the Office of Controversies and Disputes in accordance with N.J.S.18A:6-9 and the procedures set forth in State Board of Education regulations.

Program Evaluation - The Gifted program will be evaluated annually to reflect upon the accomplishments, strengths, and weaknesses of the program with recommendations for improvement. All stakeholders will be given the opportunity to provide feedback on the program, including but not limited to teachers, students, and parents.

Professional Development - Teachers, educational service staff members, and administrators will participate in various professional development activities throughout the year about gifted students, their needs and educational development. Many of these activities will focus on how to differentiate instruction for these learners in the classroom. Teachers will also receive additional training on administering assessments and data collection and analysis, as needed. The gifted and talented teacher will also participate in professional development in best practices for meeting the needs of gifted learners.

The New Jersey Association for Gifted Children (NJAGC) is the statewide gifted organization. Their mission is to promote excellence and leadership in gifted education through appropriate programs, resource networks, and community advocacy. I really encourage you to join this organization. It’s our strongest ally in New Jersey. www.njagc.org

The National Association for Gifted Children (NAGC) is an organization of parents, educators, other professionals and community leaders to address the unique needs of children and youth. Membership includes a subscription to Parenting for High Potential, a magazine with articles geared to the development of talent. www.nagc.org

The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted. www.cec.sped.org

The Association for the Gifted (TAG) organized in 1958 by The Council for Exceptional Children, helps professionals and parents work with gifted children. www.cectag.org

Supporting Emotional Needs of the Gifted (SENG) works to offer support and guidance to the gifted community, through education, research, and connection. With the right intellectual and emotional support, gifted people can accept themselves and fulfill the potential of their incredible capabilities. And, perhaps more importantly, they can learn to work with their high sensitivities to feel balanced, happy, and at peace. www.SENGifted.org

*None of these resources have been endorsed or approved by the School District. They are simply listed as resources that have helped other families within the District*

Student Learning Standards for Gifted and Talented Students