Egg Harbor Township School District

District Philosophy of Gifted Education
Education for the gifted encompasses differentiated programs and alternative educational opportunities that are designed to provide for the special needs and interests of these students in order to help them to develop, expand, and enhance their abilities and gifts.

Our philosophy is based upon the rationale that all students have the right to specific types of programs in an educational environment in which their gifts are respected, nurtured, and developed. Therefore, we believe our programs must focus on the production of self-motivated, independent learners, the development of critical and divergent thinking processes, and their meaningful application.

District Goals of Gifted Education

• To provide a challenging and enriching environment suited to the individual needs of gifted children.
• To develop a variety of program options to fit the unique environment within each school.
• To identify the gifted through comprehensive multiple identification procedures.
• To enlist services of school district and community resource persons in meeting the needs of the gifted.
• To provide a differentiated curriculum which emphasizes productive and creative thinking, research, and self-directed learning.
• To provide enrichment opportunities which further the development of creative talents. 
• To provide personnel, activities, and programs designed for education for the gifted.

All of the curriculum for the district is designed to provide opportunities and accommodations for gifted students through advanced applications and enrichment. 

Grades K-3
PEP (Primary Enrichment Program) is an enrichment program for all Kindergarten- Third Grade grade students.  Students will participate in whole group activities that will use various types of thinking such as deductive, inventive, creative, analytical and evaluative, as well as visual/spatial reasoning.  Those students who excel at completing the whole group activities qualify for small group pull-out instruction.  There are two pull out sessions, one in Fall and one in Spring where students engage in project-based learning. 

The Gifted and Talented Pullout Program begins in grade three. Multiple measures are used to identify and qualify students for the program. These measures include subject area testing data and ability testing (IQ).  Therefore, identified students must show gifted abilities in multiple areas, not just one area that has been isolated. 

In grade three, students are pulled from their regular education classroom to meet with the GT teacher three to four times a week (40 minutes per class).  It is the goal of the Gifted and Talented program to provide a differentiated curriculum which emphasizes productive and creative thinking, research, and self-directed learning.  The units of study (content) are flexible from year to year based on current events and areas of interest for the students.  The processes utilized to study the topics are of the cognitive and affective domains, “how to learn” skills, advanced research skills and communication skills.  Concrete and abstract products are created to extend and demonstrate student learning. 

Grades 4-6
The Gifted and Talented Pullout Program in grades four, five, and six uses multiple measures to identify and qualify students for the program. These measures include standardized assessments and ability testing (IQ).  Therefore, identified students must show gifted abilities in multiple areas, not just one area that has been isolated.  

In grades four, five, and six, students are pulled from their regular education classroom to meet with the GT teacher three to four times a week. It is the goal of the Gifted and Talented program to provide a differentiated curriculum which emphasizes productive and creative thinking, research, and self-directed learning.  The units of study (content) are flexible from year to year based on current events and areas of interest for the students.  The processes utilized to study the topics are of the cognitive and affective domains, “how to learn” skills, advanced research skills and communication skills.  Concrete and abstract products are created to extend and demonstrate student learning.

Additionally, in grades 4 nd 5, students will have the opportunity to participate in enrichment classes centered around STEM. Students will be recommended through a similar process to PEP in K-3 through the technology and classroom class performance in concepts and skills centered around coding and STEM principles. Students will participate in enrichment groups throughout the year for those who excel in those areas.

Grades 7-12
In grades 7-8, students have the ability to choose elective courses in which they excel and have shown advanced aptitude through survey courses in grades K-6. This allows teachers to provide enrichment through established curriculum and students to choose pathways to develop their gifts and talents. As students enter the high school, through multiple measures, they can apply to one of three academic academies, or choose concentrations, which provides targeted areas for development. Please visit the Program of Studies to learn more about these exciting opportunities. 

NJ Definition of a Gifted and Talented Student 
New Jersey Administrative Code 6A:8-3.1 defines students who are gifted and talented 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.

Criteria used in consideration for eligibility into the Pull-Out Gifted and Talented Program in grades 3-6, includes multiple measures. The G&T Program  is provided for those students who have been designated, via a tiered selection process, as globally gifted in grades three through six. The measures include: standardized assessments, benchmark assessments, Naglieri Nonverbal Ability test (given to all second grade students and new students to the district).

Timelines: Students are evaluated annually to determine if they meet the identification criteria. Additionally, students new to the district are reviewed at off-cycle periods as needed. Evaluation of equity and representation are conducted along with correlation studies which evaluate the identification criteria for fairness.

EHTBOE Policy 2464 GIFTED AND TALENTED STUDENTS

Non-compliance Notice: An individual who believes that a school district has not complied with the provisions of the Strengthening Gifted and Talented Education Act may file a complaint with the board of education. The board shall issue a decision, in writing, to affirm, reject, or modify the district's action in the matter. 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.

Any parent/guardian wishing to appeal the decision for gifted and talented services may submit an appeal letter to Lily Moss, Assistant Superintendent of Curriculum and Instruction. Formal written appeals may be sent via email, mossl@eht.k12.nj.us, or mailed to 13 Swift Avenue, Egg Harbor Township, NJ 08234. Appeals function both as a process for error correction as well as a process of clarifying decisions.

The appeal letter should include:

• Student Name
• School and Grade
• Student ID Number
• Homeroom Teacher
• Parent/Guardian(s) Name
• Parent/Guardian email address
• Address and Telephone Number

The content of the letter must include detailed rationale and specific reasons for the appeal.

Any questions or concerns, or more information on the appeal process, please contact Lily Moss, Assistant Superintendent of Curriuclum and Instruction, mossl@eht.k12.nj.us, 609-646-7911 ext. 1003