For more information on the Gifted and Talented Board Policy

Definition of Gifted and Talented Students

In both New Jersey and the Gloucester City School District, gifted and talented students are defined 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. (N.J.A.C. 6A:8-3.1)

Gifted and Talented Program Philosophy

The Gloucester City School District is committed to providing an excellent educational foundation for all children. We provide challenging learning experiences that are designed to meet the unique learning needs of a broad range of students enabling them to become capable, creative, and responsible members of a global society.

 The District recognizes that there are students in all grade levels and from all ethnic groups and income levels who demonstrate cognitive skills and academic achievement that are advanced for their age or grade level. The district believes that all teachers and administrators have an obligation to provide these students with a challenging, empowering, and authentic curriculum that is closely aligned to the students' cognitive proficiency. The District is committed to the education of highly gifted children.

We are dedicated to:

• Increasing academic challenge level
• Cultivating self-understanding to foster independent and self-directed learning
• Developing and refining analytical, critical, and creative problem-solving skills
• Building on the interests and abilities of each student
• Enhancing intrinsic motivation for learning
• Providing for escalating levels of academic achievement
• Encouraging intellectual risk-taking, self-confidence, academic self-concept, self-discipline, mindset, self-efficacy, and resilience in the face of failure or disappointment

Levels of Service: Programming for Gift and Talent Development 

The Levels of Service are structured to first stimulate, then identify and develop, the interests and passions of individual students. Levels I and II are the most inclusive dimensions. They provide students with a variety of opportunities to explore many different talent areas.  During their explorations, students will have opportunities for their specific strengths, talents, interests, and potentials to emerge and be recognized. Services occur in the classroom or as part of a school-wide or grade-level activity in which all students participate. Level III services respond to the unmet needs of specific students that require significant challenge and differentiation in their instructional programming.  Screening and identification for Level III Services are based on measures of student achievement, aptitude, performance, and potential. Level I services involve all students, while Level II services involve self-selection or voluntary enrollment based on individual interest and demonstrated competence for the specific activity.

Level I: Service for All Students 

In-classroom and Special Events

These services provide foundational skills and tools designed to help all students discover and develop their personal strengths and talents.  Level I activities are usually short in duration and provide appropriate and challenging experiences, while exposing students to a broad array  of domains, content, and talent fields. These activities occur in the classroom or through specific events outside of the classroom such as field trips or guest speakers or workshops.  Enrichment activities are also built into all curriculums K-12 to allow all students an opportunity for enrichment. 

Level II: Services for Many Students 

Clubs and Workshops

Students are invited to engage in activities through which they explore interests and investigate areas of possible strength and potential talent. Students sign up for these activities based on their own interests and motivation.  Students evaluate their own performance, level of interest, and desire for continued involvement year to year.  Our goal is to offer a variety of activities that meet all students' needs.  (ie- visual and performing arts, STEAM,  volunteer and service organizations... )

At GMS and GHS a club fair is held every year to share the vast opportunities available to students.  Students also have the opportunity to propose a school club or activity to the principal for consideration.  For our students in grades 1-3 opportunities are shared with the parents and with students by the staff.

 Level III: Services for Some Students 

Pull-Out Program (grades 1-5) and Clustering (grades 6-12)

Children who demonstrate potential far beyond that of their same age peers need modifications to their educational program to reach this goal. Students scoring in the top of their grade level in combined measures of achievement, aptitude, performance, and potential are invited to participate in the Gifted and Talented pull-out program. (1-5)  Students admitted into the pull-out program receive added instruction from the Gifted and Talented Services teacher during scheduled pull-out sessions. This provides students with the opportunity for enhanced peer interaction and time to focus on in-depth study or a new area of learning. Students are responsible for checking in with their classroom teacher to determine what work they need to complete when they are absent from class. Students in the pull-out program are challenged in problem-finding, problem-solving, and applying STEM to solve real world problems through project-based learning.  Sample activities include participation in Future Problem Solvers, the Invent-It Challenge, mini-courses, or independent research.  Starting in 6th grade, students that meet the criteria have an opportunity to participate in advanced level coursework (Clustering) where they are  

Requirements for Level 3 services:

• Reading above grade level (ORR, DIBELS)

• 95 or higher in core subjects (ELA, Math, Science, Social Studies)

• Linkit! Benchmark (Meeting or Exceeding Standards year prior ELA/Math)

• Teacher recommendation

• Slossen Score of 132 or above

  • Weschler Intelligence Scale for Children (WISC IV): must score 130 and above