• Gifted & Talented Instructional Programs

    NJ Administrative Code 18A:35-39 defines gifted & talented students as those who possess or demonstrate "a high level of ability in one or more content areas when compared to his chronological peers in the school district and who requires modifications of his educational program if he is to achieve in accordance with his capabilities." 

    Black Horse Pike Regional School District recognizes that gifted and talented students derive from diverse backgrounds and that meeting their needs requires a dynamic, differentiated approach. The following key considerations, outlined by the National Association for Gifted Children (www.nagc.org), guide our practice.

    Students with gifts and talents:

    1. Come from all racial, ethnic, and cultural populations, as well as all economic strata.
    2. Require sufficient access to appropriate learning opportunities to realize their potential.
    3. Can have learning and processing disorders that require specialized intervention and accommodation.
    4. Need support and guidance to develop socially and emotionally as well as in their areas of talent.
    5. Require varied services based on their changing needs. 

    Citation: "Key Considerations in Identifying and Supporting Gifted and Talented Students: A Report from NAGC Definition Task Force."

    Identifying Gifted & Talented Students

    When determining how to identify and meet the needs of gifted & talented students, content-area educators and supervisors collect data from multiple sources, including the following:

    • NJSLA: NJ State assessment data, aligned with NJSLS (New Jersey Student Learning Standards).
    • Course Assessments: Content-area benchmark assessments of skills (pre-assessments, mid-year & final assessments).
    • *Staff Recommendations: Observed student behaviors and performance, as documented by teachers, counselors, administrators.
    • *Parent/Guardian or Student Requests: Submitted inquiries and requests, as collected by counselors, teachers, and supervisors.

    *Personal recommendations include descriptions of trends in student behavior, interest, and performance per subject and/or skill. A survey of student motivation, emotional behaviors, and academic skills can be quantified through use of Purdue Academic Rating Scales per content area. 

    We recognize that students' scores merely represent one piece of their story and are dedicated to identifying patterns of performance in order to determine and recommend placement in core-content courses, as well as in specialized electives. 

    Curriculum Course Placement Options

    To cultivate the unique abilities of our students, the Black Horse Pike Regional School District offers a variety of curriculum courses as well as curricular modifications within courses to appropriately challenge students to grow and reach their potential as learners. 

    Honors Courses

    For students who require a more extensive educational program, honors courses have been established in English, mathematics, science, social studies, fine arts, and world languages.  The students recommended for these programs have been selected based on a number of factors including performance on standardized tests, academic performance and teacher recommendation. 

    Advanced Placement Courses (AP)

    AP courses provide gifted & talented students with the opportunity to maximize high-level learning and earn college credit in various content areas.  Refer to pages 30 - 32 of the Program Of Studies for a full listing of AP Courses and Dual Credit requirements. 

    AP courses are weighted in a student's GPA (Grade Point Average): for example, an "A" in an AP class is equivalent to a 5.0, rather than a 4.0. The chart on page 13 of the District Program of Studies provides an outline of grading scale equivalents. 

    AP exams are administered in May of each school year.  Students not currently enrolled in an AP course are eligible to sit for an AP exam.  Success in an AP course does not guarantee success on the AP exam. 

    Specialized Curricular Course Options, Electives, & Certifications

    The following electives require applications and recommendations for enrollment. 

    STEAM Academy - The STEAM Capstone program involves students in designing and creating innovative projects for a final presentation & competition at Camden County College. 

    The Studies Program - American, Western, and Contemporary Studies represents a three-year English & Social Studies program taught collaboratively between the two departments to engage students in exploring thematic units based on evaluating how historical events influence cultural movements.  

    Several other electives that require prerequisite skills are offered for advanced study of specialized subject areas:

    • Art Portflio Prep
    • Dance III & Dance IV
    • Design & Tech III
    • Robotics
    • Human Anatomy & Physiology (*Dual Credit Opportunity)
    • Vocal Music III & Vocal Music IV
    • Theatre Arts III & IV *(*Dual Credit Opportunity)
    • Advanced Woodworking
    • AFJROTC Aviation Honors - Ground Level

    *Descriptions of program courses can be found in the District Program of Studies.

    Certifications Offered:

    • Seal of Biliteracy certification is offered to Level IV students for Spanish, Italian, and French
    • CTE certification is offered through the Air Force Junior ROTC Program (see page 83 of the District Program of Studies)

     

    Instructional Differentiation

    Because our approach to instructional differentiation is rooted in our goal to achieve greater equity, content-area supervisors and educators differentiate course curriculum to maximize students' potential gifts and talents. Regardless of student performance on state testing, and despite evidence of under-performance in past courses, teachers work with students to foster growth mindset, to create safe educational spaces that normalize strategic risk and that allow for failure as essential factors of higher-level achievement. 

    Course differentiation based on individual student needs includes employment of culturally responsive practices that focus on learning the learners in the classroom, thus empowering not only the educators who can better support student strengths, but also the students themselves, who benefit from a more keen awareness of how they learn and how they can overcome obstacles. 

    Gifted & Talented Accommodations & Modifications: This linked document outlines general provisions for additional choices and adaptations for activities, assignments, and assessments that engage gifted and talented students more critically and creatively so that they experience the rewards of challenging work beyond what may be appropriate for their peers. Specific accommodations are made per content area based on individual student needs. 

     

    Professional Development

    In addition to in-service workshops that focus on instructional strategies for engaging students in critical thinking processes and inclusive collaborative learning, teachers work in PLCs (Professional Learning Communities) to review assessment data, reflect on effective instructional practices, and plan tiered instruction.  Advanced Placement teachers meet at the beginning of each year to evaluate AP testing results, share strategies, and align the use of AP rubrics.

    Our continued focus on equity includes reflections on our own assumptions and biases about what it means to be gifted and talented.  We host curriculum writing PD workshops each summer to promote an approach to curriculum development that represents various perspectives and culturally diverse backgrounds. We prioritize student agency by designing performance-based projects that compel creativity and by embedding activities that invite student voices.      

     

    Board Policy & Complaint Process

    POLICY 2464 Gifted and Talented

    Gifted and Talented Complaint Process (Also found in Policy 2464 above)