Morris School District 2012 The Morris School District believes that each student is entitled to challenging and stimulating educational opportunities. To provide these experiences to our students we have put into place a multipronged program which consists of: Teacher-differentiated support in all K-5 classrooms. Embedded instructional enrichment support in grade 3. Self-selected school-wide enrichment clusters for all students grades 2-5. QUEST is a pull-out program for academically gifted students in grades 4 and 5. (Takes place within the A-F day schedule for 240-260 minutes.) The program allows for ALL students with similar interests to come together during a specific time to produce an original product, performance, or service based project. The program consists of eight 40 minute periods. Enrichment Clusters may include but are not restricted to: Engineering Dance/Exercise Readers’ Theatre Math Inquiry and Investigation Art Gallery Poetry and Performance Debate Community Service Grade 4: A program that consists of cross curricular units of study. Examples such as Ancient Civilizations, NJ State Bar Mock Trial and Inventions. Grade 5: The curricular goals and objectives will evolve once student independent study selection is complete and will reflect students’ gifts, interests, and talents. The G&T Program design has at its foundation that every student has a fundamental right to be given the opportunity to experience challenging activities in the context of interdisciplinary curricula that will enhance their ability to think creatively and divergently. Grade 5: The curricular goals and objectives will evolve once student independent study selection is complete and will reflect students’ gifts, interests, and talents. Students are encouraged to follow a passion which helps to answer an engaging ‘essential question’ which assists in connecting independent study to a broad learning experience. Teachers work with students to afford them with a unique experience which they ultimately share in June of the 5th grade year. Example of following a passion Following a Passion will help to develop 21st Century competentcies such as: Realizing creative potential, utilization of signature strengths. Following an interest with passion; high interest, motivation and to completion. Ability to observe, record and analyze data. Demonstrate tolerance for ambiguity and frustration. Demonstrate effective collaboration skills. Ask open ended questions and develop a healthy skepticism with answers. Develop well reasoned conclusions through understanding. Frame a problem and select task appropriate problem solving strategies. Recognize that learning involves “struggle” and reflect on how such interaction is positive. Appreciate the value of “how” to learn and not just “what” to learn. Expand self regulatory behvaiors. Effective performance and presentation skill. The Morris School District’s Quest program is designed to extend the established curriculum to meet the educational needs of the top 3 to 5 percent of the students who have been identified as gifted and talented, thus falling into the superior academic range. It is designed for Students who have successfully met the Morris School District’s criteria for Gifted and Talented Program. Criteria include: Standardized scores on the creativity/intelligence Naglieri Nonverbal Ability Test (Score 125 and above). NJASK Scores (Score 250 and above in Math and LAL). Morris School District Behavioral Checklist for teachers and parents (Scores in high 40’s). Behavioral Characteristics Checklist 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. 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. 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 Always Frequently Occasionally Rarely Never 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 and Highly Able Students Advanced Communication Skills Reads above grade level with complex interpretations (in native language). Uses similes, metaphors, or analogies, rich imagery. Questions word meanings; for example, “How can a bat be an animal and also be something we use to hit a ball?” Demonstrates leadership abilities in nontraditional settings; playground, home, church, clubs, sports, etc. Demonstrates social maturity, especially in the home or community. Expresses similarities and differences. Uses specific language of a discipline. Asks questions. Eagerly translates for peers and adults. Learns a second language at an accelerated pace. Often disagrees vocally with others, with teacher. Tends to dominate others. Creativity Generates new ideas and unique solutions to problems. Develops, adapts, improves, or modifies objects or ideas related to learning experiences. Demonstrates advanced coordination in physical activities. Uses movement or music to demonstrate understanding. Tends to select artistic outlet for free activity or classroom projects: dance, music, drawing, technology. Turns in messy work; not interested in details. Humor Catches adult’s subtle or sophisticated jokes. Displays intellectual playfulness. Says or does something indicating a sense of humor beyond age mates. Plays with language by using figurative language or puns for humorous effect. Uses humor that may be absurd or far out. Understands jokes and puns related to cultural differences. Makes jokes or puns at inappropriate times. Inquiry Poses unforeseen questions. Is curious about new words and phrases. Enjoys problem solving. Accesses data with ease using an unexpected variety of tools. Becomes absorbed with self-selected problems, topics, issues. Insight Interprets past, present and future ramifications. Interprets another’s point of view. Demonstrates complex perspective in writing, oral discussions, art, or problem solving. Listens to others with sensitivity; expresses empathy. Exhibits intense concern for human issues. Is self-critical, impatient with failures. Emotionally sensitive - may overreact, get angry easily, or get ready to cry if things go wrong. Is critical of others, including teachers. Interests Presents a long attention span in areas of interest. Bases friendships on similarity of interests rather than age. Displays expertise in a single subject. Bored with routine tasks (i.e. rote work). Challenges the need for rote learning. Reluctance to explore assigned topics. Memory Requires minimum repetition for mastery. Organizes, collects ideas in unique ways (using a self-developed mnemonic device). Retains, easily recalls, and uses new information. Demonstrates extraordinary ability to process and retain information. Motivation Is curious, asks provocative questions, innovative experiments. Takes the initiative to pursue areas of interest. Prefers to work independently. Prefers to work with students whose level of English proficiency is higher than their own. Intense need to understand, asks penetrating questions. Bored with routine tasks (i.e. rote work). Reluctance to explore assigned topics; intensely focused. Problem Solving Ability Takes apart and reassembles ideas, objects, or experiences. Enjoys analyzing and solving more difficult problems. Offers alternate solutions; sees many possibilities. Challenges self and others to generate creative/non-traditional ideas or concepts. Reasoning Recognizes relationships or patterns between diverse ideas or experiences. Ponders multiple perspectives. Comprehends advanced ideas, concepts, or implications. Comprehends symbolic representations: musical, numerical, alphabetical or mapping. Analyzes classroom tasks and instructional techniques. Refuses to accept authority, nonconforming, stubborn. Is critical of others, including teachers. Thinks critically, may lead to skepticism. Gifted and Talented Program Timelines June: All teachers complete a recommendation for every child in grades 2, 3 and 4 as the first step in the process. September/October: 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. October: 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. Please Note : 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. October/November: Principals and Gifted and Talented teachers present information 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 giftedness, the program design in each building and further clarification about the identification process. Late October: 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 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 appeal the initial decision and meet with the district's QUEST Appeal Committee. November: 4th and 5th grade students are entered into the QUEST program. April: Each year, parents of our 3rd grade students, receive a letter inviting them to submit a QUEST Parental Nomination form for their son/daughter. This is used during the September screening of 4 th and 5th graders. Please Note : 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. The G&T Program runs from September –June. Once a student is accepted into Quest, it is not necessary to nominate them again. Sources Castellano and Diaz (2002) Clark (1988) Frasier, et al (1995) Kingore (2001) Renzulli (1986- 2011) Tomlinson, Ford, Reis, Briggs, Strickland (2004) Morris School District 2012